Addresses the implicit assumption that instructional media represent meaningful experimental variables independent of instructional content or strategy. Results of computer-based instruction (CBI) studies (both well-designed and flawed) and meta-analyses are reviewed to support the authors' position that this assumption is invalid, and new…

Critiques comparative research and evaluation methods used to assess effectiveness of interactive video and proposes alternative models of research design that go beyond comparative analysis into understanding and control of the effective dimensions of interactive video, i.e., controlled correlation; instructional events, cognitive psychology, and…