The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
Reconsidering Research on Learning from Media
Abstract
Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance or time-saving gains from one or another medium are shown to be vulnerable to compelling rival hypotheses concerning the uncontrolled effects of instructional method and novelty. Problems with current media attribute and symbol system theories are described and suggestions made for more promising research directions.
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In the citing paper
“the efficacy of learning is determined by the instructional method, not the medium through which it is delivered”
From ChatGPT in Education: An Effect in Search of a Cause (2025) · cites this paper as Clark(1983)
In the citing paper
“Clark(1983) argued that media function solely as vehicles for delivering instruction and do not, in themselves, influence student achievement”
From ChatGPT in Education: An Effect in Search of a Cause (2025) · cites this paper as Clark(1983)
In the citing paper
“as we often cannot surgically remove ChatGPT without changing other elements”
From ChatGPT in Education: An Effect in Search of a Cause (2025) · cites this paper as Clark's(1983)
In the citing paper
“Clark(1983) and Kozma(1991) are often cast as adversaries, yet their views are more complementary than contradictory.”
From ChatGPT in Education: An Effect in Search of a Cause (2025) · cites this paper as Clark(1983)
In the citing paper
“specifically the arguments from the media debate that simply introducing a new instructional medium does not improve learning outcomes if the instructional method remains unchanged (Clark, 1983(Clark, , 1994a(Clark, , 1994b)).”
From Looking Beyond the Hype: Understanding the Effects of AI on Learning (2025) · cites this paper as Clark, 1983
In the citing paper
“Hype may have benefits in itself as demonstrated by the novelty effect, where people show increased effort and attention when dealing with media that are new to them (Clark 1983).”
From The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality (2021) · cites this paper as Clark 1983
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Metadata
- Authors
- Clark, R. E.
- Affiliations
- University of Southern California (US)
- Corresponding author
- Clark, Richard E.
- Venue
- Review of Educational Research
- Published
- 1983-12
- Volume
- 53
- Issue
- 4
- Pages
- 445-459
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2120414497
- Cited by
- 2,715
- References
- 37
- Citations by year
- 2026: 66 · 2025: 60 · 2024: 75 · 2023: 87 · 2022: 88 · 2021: 78 · 2020: 90 · 2019: 77 · 2018: 83 · 2017: 86 · 2016: 81 · 2015: 117 · 2014: 94 · 2013: 112 · 2012: 114
- FWCI
- 34.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- learning from media, instructional media, media effects on learning, instructional method, novelty effect, learning gains
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