With the emergence of interactive learning technologies, there are many questions which must be addressed concerning young learners. Such sophisticated technology combined with thoughtful instructional design has the potential for both encouraging achievement and stimulating important scholarly attributes such as curiosity and other aspects of motivation. The purpose of this study was to evaluate the effectiveness of variations in learner control (also referred to as lesson control) on children's level of curiosity and learning from computer-based interactive video (CBIV). The lesson content was art education and contained both facts and concepts. It was presented as a videodisc visit to the Everson Museum in Syracuse, New York. A posttest only control group design was employed with 103 first and second grade subjects who were randomly assigned to one of three experimental conditions (designer control, learner control, or learner control with advisement) or a control group. The independent variable for this study was the degree of lesson control which the subjects had over the content. The dependent variables were the posttest scores in achievement and curiosity. Results indicated that children in the learner-control with advisement group scored significantly better in the achievement posttest than did the learner control subjects. They also tended to score higher on certain of the curiosity subscales. (7 tables, 32 references) (Author/BBM)