[quoting Hart, 25 Jul 96] Only content affects learning--the medium is, as Clark says, no more significant than the truck that delivers our food.
I am afraid it is not as simple as that. Firstly, back in the 1960's and early 1980's, the visually rich interactive multimedia environments were not available to students, hence the comparison is not valid. Secondly, motivation IS significant to learning and motivation IS influenced by the delivery medium.
Interactive multimedia is far more motivating (extrinsically) than any one of its component mediums used alone. This is born out by our students here at the Higher Colleges of Technology who have to be dragged away from Computer Based Learning activities. Given the same learning activities in text form (culturally adjusted and at an appropriate reading level) the same students are not nearly so interested (applies to both male and female).
I am convinced that there is a positive correlation between leaning effectiveness and interactive multimedia, because the medium, by boosting interest of students, affects the process of learning. However, what I do not know yet is whether this heightened motivation is sustainable. In other words, is the increased motivation a result of the "novelty" factor and subject to fade-out, or is the medium capable of maintaining student interest. With our students at least, the motivation has shown no signs of fading yet.