U. Clement et B. Martens, Learning more efficiently through multi-media? Problems of the empirical assessment of the causes of successful learning, Z PADAGOG, 46(1), 2000, pp. 97-112
Multi-medially adapted learning systems are so highly attractive for educat
ional experts and teachers because they seem to unite two as such contradic
tory characteristics: they obviously meet modern didactic-methodological re
quirements with regard to the complexity of the subject matter and to actio
n-orientation and, on the other hand, they offer the possibility to control
and to replicate the teaching/learning processes. The efficiency of comput
er-supported learning, however, cannot be substantiated without difficulty.
The authors sketch basic problems of the measurement of school achievement
from the perspective of a theory of a measurement and of the psychology of
learning. The form of the "achievement". in particular, as a construct of
measurement and the resulting consequences for the development of an approp
riate design of investigation are critically examined. At the same time, th
e consequences of different conceptualizations of learning for the correspo
nding experimental designs are discussed.