Research shows that, with the same expectation of student assessment and monitoring, students working independently with an interactive multimedia product such as Larson Learning® reached the same performance level as students learning more traditionally. (Costabile et al. 2003) Whether students receive instruction through a multimedia program like Larson Learning® or a traditional text, teacher involvement is required for successful results but research shows that students who receive instruction from multimedia are more engaged.

All components of Larson Learning® are highly interactive, from instruction, to practice, to assessment. Students find the multimedia experience to be similar to that of a Web page or video game, requiring immediate feedback and user interaction. The learning sequence is controlled by the teacher, but still permits students to review previously mastered materials at any time. Students proceed at their own pace, but teachers control the pace of summative assessments.

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