This paper is concerned with the educational significance of interactive video. To clarify this, seven basic educational concepts are reviewed: (1) education and training are organized forms of learning; (2) goals and objectives can be grouped into the cognitive, affective, and psychomotor domains of learning; (3) education refers to learning processes in the broad sense while training deals primarily with skills; (4) methods used to support learners in attaining objectives involve didactics and learning theory; (5) informational feedback is more useful than knowledge of results alone; (6) the pace of feedback is related to both the proficiency of the learners and the nature of the learning tasks; and (7) research findings on the optimal balance of control over learning are contradictory. Seven statements on interactive video are then presented. Three of these statements refer to current educational possibilities and limitations of interactive video, including information supply/retrieval and learning/training; computer-assisted instruction (CAI); and functional and situational criteria for using interactive video. Three statements discuss future developments including integrated applications; home recording of videodisks, digitalization of video signals, and telecommunications; and developments in educational theory and cognitive psychology. The final statement suggests ways to reduce the costs of the design and production of interactive video. The paper concludes with a number of questions important in assessing the educational validity of concrete interactive video programs. (DJR)