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Peer reviewedClark, Richard E. – Academic Medicine, 1992
Most evaluations of technology-based instruction are poorly designed because of failure to control three common confounding variables: (1) use of different instructional methods in different treatments; (2) presentation of different content in different treatments; and (3) the novelty of new media, which tends to increase early motivation and…
Descriptors: Achievement Gains, Educational Economics, Educational Media, Educational Technology
