This review of the literature on interactive video examines research and evaluation reports in the context of the continuing debate over the effectiveness of media debate and Richard E. Clark's argument that media do not have a substantial impact on learning. The literature is examined from four perspectives: (1) behavioral issues (e.g., whether videodisc based programs have helped teachers achieve high levels of student mastery for large and diverse classes); (2) cognitive issues (whether media can activate mental skills); (3) affective issues (whether a learner has a particular preference for a type of medium and how much effort he/she has to invest in order to learn a particular task); and (4) economics and cost-effectiveness (what kind of cost-effectiveness studies can be conducted to examine the role of interactive video in increasing learning efficiency). It is noted that Clark is viewed as being accurate in suggesting that the wrong questions are being addressed in terms of the effectiveness of interactive video. Concluding remarks point out that the literature indicates that new variables are being researched in media comparison studies that might result in more generalizable findings; that the promise for future media research lies in using interactive video as a research tool; and that the need exists to conduct evaluation studies on the medium itself in order to optimize its features and capabilities. Three tables are appended which summarize some of the principal research that has been done on interactive video to date. (39 references) (CGD)