Running head: IMPACT OF MEDIA ON LEARNING

Does Media Affect Student Learning?

Wendy Willoughby
University of West Georgia

IMPACT OF MEDIA ON LEARNING

2
Introduction

The debate on the impact of media on learning ramped up when Richard Clark (1983)
argued in his article Reconsidering Research on Learning in Media that media is merely a
vehicle that delivers instruction, not a medium for learning. He hypothesized that instructional
methods within media, not media itself lead to learning. Clark (1994) challenged Kozma to find
a medium that was not replaceable by another medium and give similar results, a test he called
the replaceability test. Where Clark clearly separates method from medium, Kozma claims they
must be cofounded. Kozma disputes the claims made by Clark and alludes to the interaction
between information and processes in the mind and those in the environment (1994, p. 8). He
concludes that diverse media technologies have distinct symbol systems and processing
capabilities that can complement those of the learner and produce a one-of-a-kind experience.
(Kozma, 1994)
Body
As technology continues to evolve, the importance of this debate gains relevance as
educational institutes seek to enhance learning for students. Clarks vision learning through
media being a method not a medium begins to falter as technology advances allow for more
unique uses of media and research on learning continues to expose more factors that tie media to
learning. This paper will address both factors that support Kozmas claim that media can
intertwine the medium and method for learning.
The Clark-Kozma debate developed in the early 1990s after Kozma argued that Clarks
claims in his original work from 1983 where not completely valid. More than thirty years have
passed since Clarks original article was published and technology has changed greatly. Todays
technology can do more, quicker, and cheaper than the technology that Clark and Kozma

IMPACT OF MEDIA ON LEARNING

referenced in their debate from the 1994. One type of media that offers a medium for learning is
games. Becker (2010) addresses the use of games and simulation to refute some of Clarks
claims. She states that the medium is the message and asks Would you rather have a pilot who
has read flight manuals for 100 hours or a pilot who has spent 100 hours in a state-of-the-art
simulator? (Becker, 2010, slide14) In the case of many current games and simulations, the
game is not the vehicle but rather the medium for learning. Clark would need to think long and
hard before choosing the pilot who only studied the manuals. More research in simulations by
Liu and Su (2011) compares students who were taught in residential electrical wiring in a
traditional lecture type class and students who were taught in a computer-based simulation
environment. Student in the computer-based simulation environment out performed students in a
traditional classroom setting even though they displayed a higher cognitive load. A metaanalysis by Liao (2007) indicated students who were taught through the use of computer aided
instruction fared better on achievement tests than those who only received teacher instruction.
As technologies continue to advance and the use of media in instruction increases, the trend
towards making the connection between media and learning may increase and further support
Kozmas arguments.
Other research in the field on technology and the use of media includes the work of
Richard Mayer. The work of Richard Mayer who references John Sweller help to bolster
Kozmas view of media on learning. Mayers (2005) multimedia principles build on Palvios
Dual Coding Theory that the human mind processes verbal representations and mental images in
two distinct information processing channels. Then, he addresses the limited cognitive capacity
of humans in each channel as noted in Sweller's (1999) cognitive load theory. Finally, Mayer
states that humans are active processors in order to have understanding of their experiences.

IMPACT OF MEDIA ON LEARNING

Mayer (2014) acknowledges that a major challenge in multimedia design is engaging learners in
appropriate cognitive processing during learning and to address these concerns he focused on
reducing extraneous processing, managing essential processing, and fostering generative
processing. The last aspect emboldens learners to make connections between words and images
causing them to engage in cognitive process of integrating. When all aspects of Mayers
multimedia principles are viewed as a whole the picture of using media a medium for learning is
not only clear, but it addresses the concerns on appropriate use of media in order to achieve
maximum learning.
When Clark first proposed that media is merely a vehicle, media was very different. In
todays educational environment, media can play an essential role in learning and be used more
than just as a method, but as a medium for learning. The challenge is in building media that is
engaging, has good instructional design, and addresses Mayers multimedia principles.

IMPACT OF MEDIA ON LEARNING

References
Becker, K. (2010) The Clark-Kozma debate in the 21st century. Retrieved from
http://minkhollow.ca/becker/lib/exe/fetch.php?media=papers:clark_kozma_21century.pdf
Becker, K. (2010) The Clark-Kozma debate in the 21st century [Slideshare]. Retrieved from
http://www.slideshare.net/becker/the-clarkkozma-debate-in-the-21st-century
Clark, R. E. (1994). Media will never influence learning. Educational Technology, Research and
Development, 42(2), 21 - 29.
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational
Technology, Research and Development, 42(2), 7 - 19.
Liao, Y. C. (2007). Effects of computer-assisted instruction on students' achievement in Taiwan:
A meta-analysis. Computers and Education, 48(2), 216-233. Retrieved from
http://articles.westga.edu/login?url=http://search.proquest.com/docview/62109924?
accountid=15017
Liu, H., & Su, I. (2011). Learning residential electrical wiring through computer simulation: The
impact of computer-based learning environments on student achievement and cognitive
load. British Journal of Educational Technology, 42(4), 598-607.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The
Cambridge Handbook of Multimedia Learning. (31-48). New York: Cambridge
University Press
Mayer, R.E. (2014). Multimedia Instruction. In J.M. Spector, M.D. Merrill, J. Elen, M.J. Bishop
(Eds.), Handbook of Research on Educational communications and Technology (385-

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doi 10.1007/978-1-4614-3185-5_31
Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACER Press.