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Position Paper on the Impact of Media and Instructional Technology on Student Learning-
Clark/Kozma Debate
Bianca Cheatham
July 6, 2017
CLARK/KOZMA DEBATE 2
Position Paper on the Impact of Media and Instructional Technology on Student Learning
The impact of media’s influence on learning has been a topic of discussion for decades.
The differing opinions of Richard Clark and Robert Kozma have sparked a variety of educational
debates. Many have argued about the relevancies between these two educational beliefs and
their impact on the classroom. Clark’s approach focuses on the significance of instructional
methods. He believes that “media and their attributes have important influences on the cost or
speed of learning but only the use of adequate instructional methods will influence learning”
(Clark, 1994, p. 27). Kozma, however, substantially disagrees with Clark, as he believes that
technology can impact the learning of students. While both Clark and Kozma have stances that
resonate with educators all over the world, it is my opinion that Kozma’s perspective is the most
persuasive, as he believes that technology and media can influence student achievement and
growth.
Richard Clark began his research on the effect of media on instruction in 1983. Through
his research, he developed strong definitions for two terms, instructional methods, and mediums
(Clark, 1983). Heavily influenced by the work of Gavriel Salomon, an Israeli educational
psychologist, Clark defines an instructional method as “any way to shape information that
activates, supplants or compensates for the cognitive processes necessary for achievement or
his opinion, mediums do not impact student learning, motivation, or growth independently
(Clark, 1983, p. 454). Clark conducted various forms of research and collected data. His data
did not positively correlate student learning and media. In fact, Clark could not find a
connection between the two educational elements. Clark believes that technology cannot impact
learning, but authentic learning lies within the instructional methods selected by the educator
CLARK/KOZMA DEBATE 3
(Clark, 1994, p. 23). Due to these findings, Clark did not think it was necessary to conduct
the following examples. For instance, if a teacher gives her students the assignment of typing a
research report, the word processor that the learners choose to use should not affect their ability
to learn the steps of writing the essay. In other words, if students opted to use Microsoft Word or
Google Docs, the task remains the same. The instructional method carries the weight in this
particular example. Another case could include students creating a presentation on a recent
novel they studied as a class. Again, the learners could choose to use Microsoft PowerPoint or
Google Slides. Either of these applications would complete the necessary task without
compromising instruction. Clark’s initial argument focuses on the idea that the use of media
does not affect learning and instead only assists in the process of instructional methods.
It is through Clark’s initial approach that Kozma forms his opinion. Kozma encourages
thinkers to move away from Clark’s question of “Do media influence learning?” and move
toward finding a greater connection between technology and learning. Like Clark, Kozma also
categorizes technology as a medium. Although vastly different than Clark, Kozma states that
cognitive and social processes help to construct knowledge, in addition to the environment
(Kozma, 1994, p. 8). Kozma believes that educators must link a medium’s capabilities to
student needs and learning tasks to be effective. It is his opinion that technology can
significantly impact students’ learning if used correctly. Kozma considers technological research
scale implementation, and alternative research methodologies” (Kozma, 2000, p.6). He also
believes that technology can have an even greater effect with advances made in the years ahead.
CLARK/KOZMA DEBATE 4
Using Kozma’s argument that media can impact learning, if used with appropriate
measures, let us reexamine a few examples. Looking at the same research report task, a teacher
can alter the instruction by having students give one another collaborative feedback, after writing
their original essays, through the use of Google Docs. Students can share their documents with
peers within the class. Their classmates can edit, highlight, and even make comments on their
work in a way that will not destroy or alter the original format. This collaborative function
would not be possible in Microsoft Word and would certainly not offer the same impact if done
on paper. Also, the comments and feedback, can be saved and stored, so students can return to
it if they need to while writing an additional research paper later in time. This media-enhanced
After reviewing the second example, where students are creating a presentation on a
recent novel study, media can be used to expand the presentation options for learners. The
teacher can also allow students to create videos and websites, along with presentations. Without
the use of technology, these additional tasks would have been incomprehensible, but their
inclusion increases student motivation, learning, and engagement. The auditory and visual
representations could also increase the learners’ cognitive recognition of the material. In both of
these examples, media enhances the instructional tasks and provides additional learning
opportunities for students. Like Kozma stated, teachers must be selective in using media, but
Robert Kozma was not the only researcher to inquire about the link between cognitive
processes and environmental factors. Both John Sweller and Richard Mayer developed theories
that reflected this same concept. Sweller developed the Cognitive Load Theory. Cognitive load
refers to the limited amount of information that the working memory can store within a given
CLARK/KOZMA DEBATE 5
time frame (Sweller, 1988, p. 265). To avoid a heavy cognitive load, Sweller suggests that
teachers modify instructional methods and refrain from introducing additional activities and
information that does not directly correlate to learning (Sweller, 1988, p. 284). This shift in
instruction will help students from feeling overwhelmed, as well as, help them better retain
content.
contain combined visuals and text in a systematic approach to display information (Sweller,
1988, p. 276). If the students were asked to use a separate table and graphic to combine the
information and retrieve knowledge from the two different entities, the information would be
more difficult for the students to process. An example of this could include a fourth-grade class
focusing on Colonial America. If the teacher wanted to provide students with a timeline, the best
approach would include a graphic organized by numerical dates, which includes both pictures
and text. It would be more complex for the students to understand the timeline if years were
labeled with numbers, instead of directly linked text, and the historical event was located in a
Sweller, along with the support and guidance of several colleagues conducted two
experiments concentrated on the impact the use of technology had on cognition (Blayney,
Kalyuga, & Sweller, 2015). Their results were surprising. Both experiments had the similar
results concluding that, the level of cognitive load, was directly related to how the technology-
based elements of instruction are provided. Novice learners needed to be presented with isolated
elements, while more advanced students needed more interactive information (Blayney et al.,
2015, p. 209). These results further expand on Kozma’s perspective. Technology can impact
CLARK/KOZMA DEBATE 6
student learning, but it must be driven toward individual student needs and learning styles, to be
effective.
cognition and environment. It is known as the Cognitive Theory of Multimedia Learning. This
theory focuses on the approach that humans have two separate systems for processing verbal and
pictorial information (Mayer & Moreno, 2003, p. 43). It also limits the amount of material that
an individual can absorb at once. Building upon Sweller’s theory, Mayer also examines the
concept of cognitive overload and presents alternatives for reduction. The central theme behind
the Cognitive Theory of Multimedia Learning is pairing pictures with words to more efficiently
process information. This pairing improves instruction because it presents material to learners in
One example that Mayer uses as a solution to improve cognitive overload, when a student
is unable to focus on a display of visual content is to use signaling. The use of signaling includes
adding cues and highlight important information to bring to the learner’s attention (Mayer &
Moreno, 2003, p. 48). Within an online course, this could include step by step instructions
containing screenshots on how to submit an assignment. The course instructor could highlight
specific important details within the screenshots. An additional solution to students becoming
overwhelmed with new topics and vocabulary includes pretraining. The act of pretraining means
to expose learners to new content and terminology before an activity to ensure a basic
understanding of the central concepts (Mayer & Moreno, 2003, p. 50). Pretraining could include
a preview of an online text with students. The teacher could bring attention to the keywords,
within the text, and discuss their meaning, before having the students explore the book on their
own.
CLARK/KOZMA DEBATE 7
Learning also supports Kozma’s analysis. Both of these theories help ensure that learners gain
within classrooms. While both the educational views of Clark and Kozma have impacted
education, it is my opinion that Kozma’s perspective relates more closely with today’s
technology savvy society. As Kozma explained, technology can affect learning, if used with the
proper teaching strategies. These theories provide evidence that instruction can be modified to
meet student needs by reducing cognitive load and incorporating modifications that include
This debate is as relevant as ever and consistently evolving, especially with growing
continues to improve, additional researchers will find further evidence to support the positive
link between cognition and media. In classrooms across the country, teachers metaphorically
have to choose between Clark and Kozma themselves. They are making daily decisions on how
to implement instruction to the learners entrusted to their care. Some are choosing to follow
Clark. They are using strategies that have always worked and are afraid to move into true
technology integration. They are only using media as a support tool to foster learning. Others,
however, are trailblazers, creating their path, similar to Kozma. They are consistently integrating
new forms of media, into their classrooms to engage, motivate, and improve the learning of their
students. Only one question remains, who will you follow; Clark or Kozma.
CLARK/KOZMA DEBATE 8
References
Blayney, P., Kalyuga, S., & Sweller, J. (2015). Using Cognitive Load Theory to Tailor
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational
Kozma, R. (2000). Reflections on the state of educational technology research and development.
doi:10.1007/bf02313481
Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia
Salomon, G. (1979). Interaction of Media, Cognition, and Learning. San Francisco: Jossey Bass.
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive