This review of evaluations of interactive video completed from 1985 to 1989 includes only those evaluations that pertain to the instructional use of interactive video, are included in a database, and are in the public domain. Examination of 19 evaluations reveals that many of them were conducted over brief amounts of time, and that the programs being evaluated were not adequately described. Results on attitude were generally positive, whereas results on achievement were mixed. It is easier to achieve positive data on attitude since many individuals are impressed by the mechanism and characteristics of interactive video equipment. Mixed results on achievement can be attributed to the many possible variations in the wide range of design characteristics for interactive video which render any kind of general statement about achievement invalid. Formative evaluation continues to be an important need in the design of interactive video. Finally, interactive video allows an individual to select and sequence instruction in a way that is meaningful to him or her. Such learning is usually non-sequential and non-linear, and requires a fundamental change in approach to designing instruction. Information on the 19 individual reviews is summarized in tabular format. (DB)