ABSTRACT. Recent meta-analyses and other studies of media influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance or time

At Tufts University we have developed and implemented a curriculum in Musical Instrument Engineering (MIE). This program includes both a concentration certificate for the mechanical engineer and a minor for those majoring in other degrees. By using musical instruments as an educational medium

. This paper considers the difference such a project can make to students ’ motivation to pursue their own mathematical/scientific research. It also looks at the impact using videoconferencing as an educational medium can make to students ’ communication skills, particularly those for whom English

(MIE). This program includes both a concentration certificate for the mechanical engineer and a minor for those majoring in other degrees. By using musical instruments as an educational medium, we are teaching the fundamentals of engineering through a familiar and non-threatening subject. Further

of the shared properties of the interchangeable variables and not base theory on the irrelevant surface features. I challenge Robert Kozma and other colleagues in this area to find evidence, in a well designed study, of any instance of a medium or media attributes that are not replaceable by a different set

, whereas with school children, questions are typically asked by the teacher, based on the teacher's perception of the child's needs. Evidence shows that children can produce and recognize educationally productive questions and can adapt them to their knowledge needs. The challenge is to design

Research in training subjects to comprehend compressed speech has led to deeper studies of basic listening skills. The connected discourse is produced by a technique which deletes segments of the speech record and loins the remainder together without pitch distortion. The two problems dealt with were the sources of individual differences in the ability to understand time-compressed speech and the temporal characteristics of language which facilitate or impair listening comprehension. By reducing the amount of time available for the listener to process speech, the nature of listeniAg priorities emerges. The insertion of temporal spacing at linguistically strategic locations have enabled the experimentors to detertine whether they are behaviorally strategic. The identification of behaviorally strategic locations has, in turn, enabled them to further understand the nature of those activities which are necessary for processing speech and to what aspect of

of this approach for media theory, research, and practice. Do media influence learning? Ten years ago, Richard Clark (1983) reviewed the results of comparative research on educational media and claimed that they provide consistent evidence "... for the generalization that there are no learning benefits

Computer and video games are a maturing medium and industry and have caught the attention of scholars across a variety of disciplines. By and large, computer and video games have been ignored by educators. When educators have discussed games, they have focused on the social consequences of game

’, which combines the notion of cultural baggage that individuals and groups hold as part of their make-up, with the idea of a seedbed for growing micro-organisms. This paper examines the composition of this ‘culture medium ’ and how it functions in the context of design education through reporting two