Abstract
To explore the implications on multimedia enabled education, this study examined the differential effects of computer use in diverse learning settings on the math performance of students from immigrant and gender groups. The concept of learner control was applied in order to link computer use in various sites with academic outcomes. The study employed multiple regression models using a nationally representative database of ELS 2002. The study found a significant effect of computer use in diverse contexts and its differential effects for immigrant and gender groups. Computer use for schoolwork had significantly positive effect on achievement for overall students although the same effect was not significant for immigrant students. The effect of computer use for their own learning was significantly lower for female students than male. The study results had implications for the theory and practice of multimedia use.
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