THE EFFECT OF KNOWLEDGE OF RESULTS ON HIGHLY MOTIVATED SUBJECTS IN A REALISTIC TRAINING SITUATION WITH HIGHLY MEANINGFUL AND RELEVANT LEARNING MATERIAL WAS INVESTIGATED. THE PURPOSE OF THE STUDY WAS TO DISCOVER HOW KNOWLEDGE OF RESULTS COULD BE APPLIED TO IMPROVE LEARNING FROM FILMS. SUBJECTS WERE MIDSHIPMEN OF THE NROTC UNIT AT PENNSYLVANIA STATE COLLEGE. THEY WERE DIVIDED INTO MATCHED GROUPS IN TERMS OF SEMESTER STANDING IN NROTC. KNOWLEDGE OF RESULTS WAS DEFINED AS THE PRESENTATION, IN A NUMBER OF WAYS, OF INFORMATION TO A LEARNER THAT HIS CHOICE OF ANSWER TO A TEST QUESTION WAS EITHER CORRECT OR INCORRECT. USED IN THE STUDY WERE TWO CONTROL AND FOUR EXPERIMENTAL METHODS AND SIX FILMED PRESENTATIONS. KNOWLEDGE OF RESULTS FACILITATED LEARNING. IN MOST CASES THE MORE MEANING THAT WAS EXPLICITLY GIVEN AS THE CORRECT ANSWER, THE MORE IT AIDED LEARNING. IT WAS BETTER TO PROVIDE THE STUDENT WITH A STATEMENT OF THE QUESTION ALONG WITH THE ANSWER THAN TO GIVE ONLY THE NUMBER OR LETTER OF THE ANSWER. MILITARY INSTRUCTORS IMPROVED THEIR TEACHING BY USING TESTS TO TEACH AS WELL AS TO EVALUATE TRAINEES. AFTER THE ANSWER IN THE CONTEXT OF THE QUESTION, THE INSTRUCTORS SHOWED AN INSTRUCTIONAL FILM A SECOND TIME. THE SHOWING AIDED RETENTION OF THE MATERIAL AND REASSURED THE TRAINEE.