The value of media in the learning process is a function of their fidelity and the extent to which the experiences seem to be occurring simultaneously with real-life events.
Concrete experiences facilitate the acquisition of abstract generalizations.
Learning is increased as the number of audio and visual stimuli increase.
Visual information is retained more than verbal information since it is processed in both the visual and the verbal working memories.
Media selection and design should adapt to the characteristics of the learners, the content, and the learning environment.
Media can influence the development of student cognitive skills and the internal representation of information.
Philosophical Emphases
Objects directly presented to our senses represent the objects that actually exist in nature.
Reality can be based upon directly experiencing and manipulating concrete objects.
Basic Research Support
Skinner's research on contingencies of reinforcement
Paivo's research on dual coding
Early Contributors
William Allen
Edgar Dale
Charles Hoban, Jr.
Arthur Lumsdaine
ID Applications
Automatic Instruction
Media Selection
Face-to-Face
Online Settings
Multimedia Computer-Based Instruction
Online Worlds
Simulations and Games
Supporting ID Research:
Media and Learning Research
Media Attributes Research
Media Comparison Research
Media Design and Development Research
Media Use Research
Related Concepts:
Aptitude-Treatment Interactions
Cone of Experience
Flexible Learning
Immersive Technologies
Teaching Machines and Individualized Instruction
Technology-Enhanced Learning Environment (TELE)
ID Domains & Elements Related to Media Theory
Learners & Learning Processes
Learner Characteristics
Aptitude
Demographics
Background
Distributed Learning Process
Learning & Performance Contexts
Instructional Environment
location of instructor and students
group size
delivery conditions
connectivity
storage & facilities
Instructional Resources Available
Similarity Between Learning & Performance Contexts