Richard E. Clark reviews recent meta-analyses and studies on the impact of media on learning, concluding that there is no consistent evidence that any specific medium enhances learning. Research showing performance or time-saving benefits from specific media is often explained by uncontrolled factors like instructional methods or novelty. Current theories on media attributes and symbol systems are criticized for not addressing the true influence of media on learning. Instead, the content and instructional methods are more critical. Meta-analyses suggest that media do not significantly affect learning outcomes, and any apparent benefits may be due to confounding variables. Studies comparing different media often fail to isolate the medium's effect, as instructional methods and content differences can influence results. Research on media attributes, such as zooming or animated motion, shows some benefits but is limited in theory development. The author argues that future research should focus on instructional methods and learner variables rather than media itself. Media are seen as delivery vehicles, not direct influences on learning. The choice of medium may affect distribution costs but not learning outcomes. The article also discusses how beliefs and attributions about media can influence learning strategies and preferences. Overall, the conclusion is that media do not inherently enhance learning, and future research should focus on instructional methods and learner characteristics.Richard E. Clark reviews recent meta-analyses and studies on the impact of media on learning, concluding that there is no consistent evidence that any specific medium enhances learning. Research showing performance or time-saving benefits from specific media is often explained by uncontrolled factors like instructional methods or novelty. Current theories on media attributes and symbol systems are criticized for not addressing the true influence of media on learning. Instead, the content and instructional methods are more critical. Meta-analyses suggest that media do not significantly affect learning outcomes, and any apparent benefits may be due to confounding variables. Studies comparing different media often fail to isolate the medium's effect, as instructional methods and content differences can influence results. Research on media attributes, such as zooming or animated motion, shows some benefits but is limited in theory development. The author argues that future research should focus on instructional methods and learner variables rather than media itself. Media are seen as delivery vehicles, not direct influences on learning. The choice of medium may affect distribution costs but not learning outcomes. The article also discusses how beliefs and attributions about media can influence learning strategies and preferences. Overall, the conclusion is that media do not inherently enhance learning, and future research should focus on instructional methods and learner characteristics.