Media and learning: Are there two kinds of truth?

This article examines the assumptions and methods of conventional instructional media research to gauge its sufficiency as a basis for issuing the controversial finding that media do not influence learning and as an inquiry model for documenting media's educational effects generally. Examples of complex media effects are given and emerging media application paradigms are identified to support the argument that both a new conceptualization of the media and learning question and new approaches to its study are needed. An alternative values framework for guiding research on the effects of modern interactive technologies in complex learning environments is offered.