Research and Theory on Multi-Media Learning Effects

A survey of available multi-media and interactive videodisc research, reviews is presented. Conclusions are offered that: 1) multiple media, including videodisc technology, are not the factors that influence learning; 2) the measured learning gains in studies of the instructional uses of multiple media are mostly likely due to instructional methods (such as interactivity) that can be used with a variety of single and multiple media; 3) the aspects of dual coding theory which formed the basis for early multi-media studies have not been supported by subsequent research; and 4) future multi-media and interactive videodisc research should focus on the economic benefits (cost and learning time advantages) of new technology.