Main trends in media research in Western Europe are identified, with emphasis on three successive stages since 1960: tools technology, systems technology, and reflective technology. Previously, the third stage has not been well elaborated, a statement supported by an analysis of the content and context of European media. A critical appraisal of the present state of the art reveals the lack of a fundamental and theory-based approach in past investigations, which underscores the need for an integration of media studies in current cognitive research on learning and instruction. Work at the University of Leuven serves as an illustration of the growing tendency to design and study educationally relevant and theory-based learning environments that fit into the school curriculum, and in which detailed data are collected on students' learning and problem solving. A six-page bibliography is provided. (KM)