Abstract
An observer unfamiliar with the intricacy of media research might decide, on the basis of recent critical reviews, that it has enjoyed a brief and inglorious history. These reviews of media research (e.g., Saettler, 1968; Snow & Salomon, 1968; Gordon, 1970; Allen, 1971; Campeau, 1974; and Olson, 1974) generally conclude that we have produced very little in the way of useful research questions or a body of generalizable knowledge. In this article, I examine some of the problems with previous research on the use of various types of media in instruction, with an emphasis on research that has hypothesized interactions between various attributes of media and individual differences of subjects. This review of research
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