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1 reference
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- Vol 2 RE: Chapter 14
- Vol 7 PE: App D
- Vol 7 RE: Chapters 1, 10, App B, App D
media comparisoninstructional methoddelivery mediumcausal attributiontreatment effectsmethodological confoundsinstructional efficiencyJournal article Evidence summaryAt a glance
Clark reviews media-comparison research and argues that no delivery medium by itself produces learning.
Key ideas
Apparent advantages for television, computers, or other formats can often be explained by differences in instructional method, content, effort, time, or novelty that were confounded with the medium. A medium can affect cost, access, convenience, and the methods that are practical, but causal claims about achievement require holding the instructional method constant. The article also critiques theories that attribute learning directly to media symbol systems without isolating the psychologically active treatment. Its provocative vehicle analogy stimulated a long-running debate, and the conclusion should not be read as saying design or technology choices are irrelevant.
Why it matters
For researchers and educators, the paper recommends identifying the instructional mechanism, comparing equivalent methods, measuring efficiency as well as outcomes, and avoiding claims that a device or platform improves learning merely because it carries an effective activity.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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