Running head: THE POSITIVE IMPACT OF MEDIA & TECHNOLOGY

The Positive Impact of Media & Technology

on Student Learning
Katrina Matthews
University of West Georgia

Media and technology have positively impacted learning and the learning process.
Technology and its impact on learning has been under discussion for decades. The most famous
debate on the benefits of technology in education took place between Clark & Kozma. Clark has

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taken the stand against media influenced learning and thinks that it is merely a vehicle that
deliver(s) instruction but does not influence student achievement (Clark, 1983, 1985a). While
Kozma takes a completely different stand and believes media is capable of influencing
technology and learning; and we need only consider the capabilities of media, and the methods
that employ them (Kozma 1991). Kozmas theory supports research that emphasizes how
information is received by, and delivered to, the learner. The research is very clear as it relates to
improving overall performance and continuously engaging learners. Engaged learners have
better recall of information and performance.
Clark & Kozma
Clark talks about the medium delivering information. The medium is defined as the
vehicle whereby instruction is delivered but it has absolutely no influence on the instruction
given. Clark believes the information can be learned and received regardless of how it is
delivered. Clarks argument is based on various related experiments and other researchers that
share his point of view. Wilbur Schramm (1977) argued that learning is influenced more by the
content and instructional strategy in a medium than by the type of medium. This argument too
would mean that all learners are capable of receiving information regardless of how it is
delivered. Additionally, research shows students respond positively to information that is
presented with video and other high tech forms of technology. They are more likely to recall an
event, or something else relevant stored in memory, and use this information to solve problems
and issues. Levin (2010) conducted a study amongst school aged children. The children were
asked, amongst other things, what was the most exciting thing done over their summer break. All
students gave a media example when responding. Some students did nothing but bonded with
friends while playing video games all day, while others expanded or decreased their circle of

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friendship via their taste in music videos. They were able to relate friendship, popularity, and
behavior to some form of media. After realizing the manner in which all the students were
responding, they were asked what they would have done if they didnt have any screens like TV,
movies, and video games to take part in over the vacation. All blankly stared in seeming
disbelief (Levin 2010). The video becomes the mode of delivery that keeps the learners engaged
causing them to process information without hesitation or challenge. Merely presenting the
information does not make learners receptive to it. However, if the information is delivered in a
form that is familiar and somewhat attractive, learners remain engaged which causes them to
comprehend and recall. The government began to realize how receptive learners were becoming
to media and decided to deregulate how and what was marketed towards that group. According
to Levin (2010), deregulation made it legal to market to children through TV programs
beginning as early as 1984. Government realized children were more receptive to the message
being delivered through the TV and its programs. Kozmas argument also supports this
research. The ThinkerTools project (White 1993) went on to further support Kozmas claim
regarding the impact of media on learning. A group of high school students were provided with
computers. The objective was delivered to them and they were able to utilize the computers to
simulate situations that they otherwise would not have been able to on their own, causing them to
excel at the task given. The information was made readily available by the use of the computer
causing them to excel, as opposed to attempting to recall something that was just stated to them
verbally.
Sweller & Mayer
In further support of the positive impact of media and technology on education, are the
theories proposed by Sweller and Mayer. These researchers focused on cognitive ability. The

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Merriam Webster online dictionary defines cognitive as a mental action or process of acquiring
knowledge and understanding through thought, experience, and the senses. Sweller expands this
definition with his theory that working memory is limited. He believes the mind is only able to
process a few pieces of information at a time and if challenged with more, cognitive overload
can occur. Cognitive overload is when too much information is given too quickly and the mind is
unable to process it, causing information overload which hinders overall performance Sweller
(1998). The effectiveness of the cognitive theory is lessened if they do not consider the
underlying cognitive architecture of the learner during instruction (Clark, Nguyen, & Sweller,
2006). Students have responded that they are bored with using computers as school for word
processing because they are using them recreationally in other arenas (McFarlane et al., 2002).
This boredom leads to them becoming overwhelmed with all the information provided because
they are not interested in the mode of delivery. There is nothing familiar to engage them, which
would make them more receptive to the information being received and not make them feel
overloaded by content.
Mayer believes the learning process begins when the learner receives a multimedia
instructional message like a book with pictures, a presentation that uses words and pictures, or
games that are related to education. Mayer also believes the mind can process what is given, as
long as it is delivered through this method of using pictures and words, not just words alone.
Mayers theory supports differentiated learning. Everyone learns in a different form. Mayer
purports that maximum learning will occur when words are paired with pictures causing the
information to be able to be received and processed by a greater number of learners. According
to Sandford (2006) and Tao (2009) students want to use video games in class as they believe
that these render the lessons more interesting and they are more receptive to the information

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because it interests them. The better the understanding of the learner develops can result in a
more engaged learner, and an engaged learner recalls more information leading to an overall
better performance than a learner that is not engaged with what is being presented to them. This
theory was better demonstrated when Mayer and Chandler (2001) found that students performed
better on a lightening test after an animated version was shown, as opposed to a narration given.
Mayer also believed people learn better from multimedia lessons with words being spoken
instead of printed, known as the modality principle.(Clark & Mayer, 2011) This principle states
people are, again, able to process information better when words are verbalized along with a
multi-media message. Research studies have shown that removing the words from the page allow
the mind more time to process pictures and to comprehend what is actually being spoken, rather
than viewing printed words. This again increases the learners performance on assessments or
other activities that involve recalling information.
Conclusion
The debate by Clark and Kozma has sparked interest from many different arenas and
fields of learning. Kozma was indeed correct in restating the question, especially for the current
generation, regarding technology. The question is no longer if technology and media influence
learning, but in what ways. As shown in the above research, learners are definitely interested in
receiving the information being delivered to them, however, the mode of delivery plays a very
important role. Sweller and Mayer also recognize delivery is important, not only because
everyone receives and responds to information differently, but also to ensure learners are not
overwhelmed. When learning becomes overwhelming, the learner becomes disengaged which
could lead to a cognitive overload occurring. It is important to keep the mode in which
information is delivered relevant to its audience. Doing so decreases the chance of cognitive

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overload from occurring. It, in fact, has the opposite effect and learners end up performing at a
higher level, using higher order thinking skills and abilities, without realizing they are being
challenged. Those responsible for reaching students have to realize the world is ever changing
and so is the technology within it. Effort has to be made to reach learners at their level. Once this
occurs, learning at a higher level can occur, which usually results in increased overall
performance of the learners.

References
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Research, 53(4), 445-459.

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Clark, R. E. (1985a). Confounding in educational computing research. Journal of Educational

Computing Research. 1(2), 445-460.
Clark, R.E. (1994). Media will never influence learning. Educational Technology Research
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Kozma, R. ((1994). Will media influence learning? Reframing the debate. Educational
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Levin, D. (2010). Remote Control Childhood: Combating the Hazards of Media Culture in
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Tao, Y. H., Cheng, C. J. and Sun, S. Y. (2009), What influences college students to continue
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