Running head: IMPACT OF MEDIA AND INSTRUCTIONAL TECHNOLOGY 1

Position Paper on the Impact of Media and Instructional Technology on Student Learning

Stephanie O. Thompson

West Georgia University

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Position Paper on the Impact of Media and Instructional Technology on Student Learning

The media debate between Richard Clark and Robert Kozma has sparked important

conversations across education about the impact of media and instructional technology on

student learning. Clarks basic theory is that the teaching methods have the most influence on

learning; media does not influence learning under any circumstance. Kozma believes that media

produces unique experiences and impacts student learning. Each individual This debate is still

incredulously relevant today as diffusions of innovations in technology are changing the way

students are learning. Swellers cognitive load theory and Mayers cognitive theory of

multimedia learning can be used to resolve the debate between Clark and Kozma.

Clark vs. Kozma Debate

The infamous debate began in 1983 with Clark publishing the first article Reconsidering

Research on Learning from Media. After Kozma published an article contending Clarks

theory, Clark responded with Media Will Never Influence Learning in 1994 causing Kozma to

publish his second article Will Media Influence Learning? Reframing the Debate in the same

year.

Richard Clarks Position.

Clark is a strong believer that media not only fails to influence learning, they are also

not directly responsible for motivating learning, (Clark, 1994:23). Clark (1994) explains that

the instructional methods used have the most effect on learning, not the medium that is used

because the medium is simply just a vehicle for delivery. Clark (1994) compared the ability for

media to influence learning to a delivery truck carrying groceries ability to change our nutrition.

Clark states when a study demonstrates that media attributes to are sufficient to learning, the

study has failed to control for instructional method, (Clark, 1994:25).

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Robert Kozmas Position

Kozma strongly opposed Clarks theory of media having no influence on learning.

Kozma advised there was a strong correlation between the methods and mediums used in

instruction. Kozma (1994) also understands how the world is changing to be more

technologically advanced where new capabilities would be integrated all around us. Those

capabilities related to three aspects of each medium: technology, symbol systems, and processing

capabilities. Kozma also explains how media can have a direct implication for cognitive

processes. Kozmas stance on media influencing learning is a call to action for individuals in

educational technology. Kozma ends his article with,

I believe if we move from Do media influence learning? to In what ways can we use

the capabilities of media to influence learning for particular students, tasks, and

situations? we will both advance the development of our field and contribute to

restructuring of schools and the improvement of education and training. (Kozma,

1994:18).

Swellers Cognitive Load Theory

Cognitive load theory is based on the assumption of limited capacity which indicates that

individuals are able to process only a certain amount of information through both the auditory

and visual channel at one time. Chandler and Sweller (1991) indicate that the cognitive load

generated by involving students in irrelevant activities for a task impede on the acquisition of the

desired skill.

Mayers Cognitive Theory of Multimedia Learning

The cognitive theory of multimedia learning explains how people learn from words and

pictures, based on the idea that people possess separate channels for processing verbal and visual
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material (dual-channels assumption), each channel can process only a small amount of material

at a time (limited capacity assumption), and meaningful learning involves engaging in

appropriate cognitive processing during learning (active-processing assumption), (Mayer,

2001). Mayers cognitive theory of multimedia learning takes into account the assumption of

limited capacity of cognitive load theory. Mayer (2001) states that some combinations of

multimedia actually compete for attention from the student which increases their cognitive load,

but other combinations support one another and promotes learning. The basic principles of

multimedia developed by Richard Mayer address twelve principles that provide guidance for the

development and organization of multimedia presentations. They include principles addressing

coherence, signaling, redundancy, spatial contiguity, temporal contiguity, segmenting, pre-

training, modality, multimedia, personalization, voice, and image. For example, the modality

principle explains that an overload occurs when an individuals memory system must process

both pictures and printed words at the same time; it is best to present information in mixed mode

utilizing both audio and visual representation. When these principles are taken into

consideration during instructional design, they ensure that learning is student-centric and

effective.

Resolving Clark vs. Kozma Debate

In Clark and Kozmas debate, the debate can be resolved using both Swellers cognitive

load theory and Mayers cognitive theory of multimedia learning. Both Clark and Kozmas

made great points in each of their debates, but in addressing the cognitive aspect of learning,

Kozmas stance in the issue was more accurate. Kozma understood that the medium and the

instructional method correlated with one another; the cognitive theories of Mayer and Sweller

helps explain how those two elements are important in design to actually influence the learner.
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As the world continues to progress, the most effective way to reach learners is through student-

centric technology-integrated instruction which is ultimately the point Kozma was making. As

Christensen states (2011), most school systems are functioning in the first stage of disruption

with monolithic instruction which closely fits with Clarks viewpoints, while other school

systems are functioning in the second stage of disruption which includes computer-based

learning and online courses. Technology is the most effective way to personalize learning for

students to reach a variety of learning styles as it includes positive characteristics such as

immediate feedback, collaboration, and access.

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References

Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition

and Instruction, 8, 293-332.

Christensen, C. M., Horn, M. B., & Johnson, C. W. (2011). Disrupting class: How disruptive

innovation will change the way the world learns. New York: McGraw-Hill.

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.

Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.

Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge Handbook of

Multimedia Learning. New York: Cambridge University Press.