Cited by 2,715Visual and Cognitive Learning ProcessesLearning Styles and Cognitive DifferencesInnovative Teaching and Learning Methods

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Reconsidering Research on Learning from Media

Clark, Richard E.·1983·Review of Educational Research

DOI 10.3102/00346543053004445

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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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Authors: Clark, R. E.
Affiliations: University of Southern California (US)
Corresponding author: Clark, Richard E.
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 1983-12
Volume: 53
Issue: 4
Pages: 445-459
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/00346543053004445
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
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

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Reconsidering Research on Learning from Media

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