Current literature pertaining to multimedia programs is reviewed and discussed as it relates to the design and development of instructional programs. Most of the literature reviewed covers the last 4 years. Major areas discussed include: (1) instructional (instructional strategies and cooperative learning); (2) branching (navigation and learner control); (3) affective (learning styles and motivation); and (4) media (interactive videodisc, hypermedia, and hypertext). The review of the literature suggests that good instructional design is good instructional design regardless of the platform. Proven methods of increasing knowledge must not be ignored in the design of multimedia approaches. Cooperative learning is an effective and efficient way to maximize the number of systems in many learning situations. Navigation and learner control provide branching options for learners, and knowledge maps or hypermaps appear effective for guiding learners. With so many variables, multimedia programs can be perfect solutions or perfect nightmares for designers and learners. Multimedia programs must be based on sound epistemological theory that is alert to refinement and change. One tables lists citations for each design factor. (Contains 98 references.) (SLD)