Media Comparison Research

The author points out that many believe that there has been a shift in education from instructional media research from behavioral to cognitive.

He defines Media as

  • refer[ing] to a class of instructional resources and representing all aspects of the mediation of instruction through the agency of reproducible events. It includes the materials themselves, the instruments used to deliver the materials to learners and the techniques or methods employed. (Allen 1)
  • defined by its technology, symbol systems and processing capabilities. The most obvious characteristics of a medium are its technology: the mechanical and electronic aspects that determine its function and, to some extent, its shape and other physical features. (Kozma 180)

Media Research is based in

  • obtain knowledge about the educational or instructional effectiveness of a chosen medium
  • increase understanding of how media and technology function and what psychological effects they have on a learner
  • improve the practice of education through the provision and evaluation of better materials, media, procedures and technologies (Salomon, Clark 1-2).

This article revisits many of the Kozmo(medium important)/Clark(medium not important) argument and discusses the impact of research results on ongoing research.