This paper explains the apparent inconsistencies in media research findings by identifying apparent research weaknesses which complicate data interpretation and frustrate attempts to derive broad generalizations useful to practitioners in their classroom use of visual media. Emphasis is on the interrelationships which exist among the different types of visual materials, different types of educational objectives, methods of presentation, and cueing techniques. Studies describing the results obtained from evaluations involving television, slide/audiotape, programmed instruction, and textbook formats are also reviewed. A list of references is provided. (Author/RAO)