This report describes a procedure for developing multimedia instructions that are "optimized" according to certain criteria, and in particular, compares the effect on performance in building from memory using: (1) interactive videodisc-based assembly instructions or (2) passive videotape instructions. It was found that the group permitted to "build" during interactive training never performed better than the group not permitted to build (on structure or efficiency), and sometimes performed significantly worse. An explanation for these findings is offered using a framework for multimedia concepts in memory: when practice is mixed with simultaneous audiovisual instruction, the motoric elements created by practice do not become an integrated part of the concept of building the object formed from the audiovisual information. Instead, motoric elements remain "outside" the concept. Motoric elements can be integrated into the visual and linguistic concept only with more extensive practice, or when practice and audiovisual instruction are presented sequentially and not simultaneously. One figure and seven tables are provided. (4 bibliographic notes and 12 references) (Author/EW)