INSCAL multidimensional scaling, an objective methodology for formulating effective technical information sequences for computer-assisted instruction, was shown to be of value with respect to defining the information complexity of technical material, developing sequences of key concepts within technical material, and providing an index of expert inter-rater consensus. When the INSCAL measure is obtained after student exposure to the material, INSCAL provides an indication of the correspondence between experts' and students' understanding of concept interrelationships. Major findings from the final phase indicated that: (1) alternative sequences of instructional material influenced student performance; (2) pictorial technical information sequences resulted in small performance differences when compared to verbal print sequences; (3) technical information difficulty debilitated student performance; (4) student reading aptitude was significantly related to student performance under both pictorial and verbal print presentation modalities; and (5) instruction sequences did not interact with student aptitude. (Author)