ABSTRACT
For a long time in instructional psychology and instructional design it has been commonly acknowledged that individuals learn through both immediate and mediated experience. Therefore, the distinction of Olson and Bruner (1974) between "learning through experience" and "learning through media" has been quite plausible. Obviously, media playa central role in the development and formation of individual and collective knowledge of the world. Media can expand people's everyday experiences, and they can contribute to the cognitive organization of these experiences. Furthermore, media can make available particular aspects of the invisible world that otherwise would be incomprehensible. Therefore, with regard to human learning, we have to attribute central importance to the "mediation" of experiences by specific media (cf. Elliott & Rosenberg, 1987).
