An exploratory study was conducted to test the assumption that multimode knowledge of results is superior to traditionally presented knowledge of results in maintaining a student's interest and attention. In addition, the relative merit of pictorial format in a lesson was compared with a basic lesson display. The study involved 32 kindergarten children randomly assigned to four treatment groups, each group receiving a version of a PLATO lesson. A 2x2 factorial analysis of variance was used to assess the effects of two independent variables on four dependent variables. Results of the study suggest that multimode knowledge of results may be superior to simple knowledge of results in maintaining a student's interest and attention during a lesson. Subjects in the multimode conditions were less distracted than those in the simple knowledge of results conditions. Type of format had no effect on the dependent variables perhaps because the children satiated their interest in pictorial lesson materials during the warm up period. (CH)