The effects of instructional media: identifying the task demand/media match
Abstract
Task instruction may be presented in many forms. However, training system designers are often forced to depend on intuition when choosing a presentation medium. Though past research has investigated the effectiveness of instructional media types, results have been mixed with no clear recommendations of which medium to use for instruction. An organizational framework for matching the appropriate medium or media to a learning situation is necessary for progress to occur in this research area. Through three experiments, we investigated the attributes of audio and video as instructional media, identified tasks for which we might predict the most beneficial instructional media, and tested our proposed organizational framework by manipulating the difficulty of the task and the complexity of the instructions. Older and younger adults participated in the experiments to help us understand differences in training needs for varying cognitive and perceptual abilities. We provide the basis for a taxonomy of instructional media and task demands, to be added through further research. † The views expressed in this paper are those of the author and do not necessarily reflect the views of the Air Traffic Organization, Federal Aviation Administration, or the Department of Transportation.
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For certain tasks, video information can interfere with learning.
“McLaughlin, Rogers, Sierra, and Fisk (2007) reported that for certain tasks, the video information can actually interfere with learning.”
From Toward a Psychological Science of Advanced Technology Design for Older Adults (2010) · cites this paper as McLaughlin, Rogers, Sierra, and Fisk (2007)
The match between the characteristics of the technology and the learner's goals was more critical for older compared with younger adults.
“the match between the characteristics of the technology and the learner's goals was more critical for older compared with younger adults.”
From Toward a Psychological Science of Advanced Technology Design for Older Adults (2010) · cites this paper as McLaughlin, Rogers, Sierra, and Fisk (2007)
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References 43 · Cited by 16
- Authors
- McLaughlin, A. C., Rogers, W. A., Sierra, E. A., & Fisk, A. D.
- Affiliations
- Georgia Institute of Technology (US)
- Federal Aviation Administration (US)
- Corresponding author
- McLaughlin, Anne Collins
- Venue
- Learning, Media and Technology
- Publisher
- Informa UK Limited
- Published
- 2007-11-23
- Volume
- 32
- Issue
- 4
- Pages
- 381-405
- ISSN
- 1743-9884 (ISSN-L)
- 1743-9892
- OpenAlex
- W1974827040
- Cited by
- 16
- References
- 43
- Citations by year
- 2025: 1 · 2023: 2 · 2021: 1 · 2020: 1 · 2019: 1 · 2015: 2 · 2014: 1 · 2013: 1 · 2012: 3
- FWCI
- 1.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning Media and Technology (publishedVersion)
- Funders
- National Institutes of Health
- National Institute on Aging
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Keywords
- instructional media, audio instruction, video instruction, task difficulty, age differences, older adults, training system design, organizational framework, aviation training
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