This study compared the use of three instructional organizers--the advance organizer (AO), the participatory pictorial graphic organizer (PGO), and the final form pictorial graphic organizer (FGO)--in the design and use of computer-based interactive video (CBIV) programs. That is, it attempted to determine whether a less generative or more generative instructional organizer would most effectively facilitate learning and retention when used with this form of hypermedia. It was hypothesized that: (1) a PGO would be more effective in facilitating immediate recall than would either an AO or the equivalent FGO; (2) a PGO would be more effective in facilitating retention than the other two techniques; and (3) an FGO and an AO would not substantially differ from each other in their effect on immediate recall or retention. It was expected that the PGO would elicit a generative activity from the learner while the FGO and AO would depend on their nominal characteristics for any effect. The final study sample consisted of 61 university nursing students and faculty who were randomly assigned to three treatment groups. The CBIV program used presents two case studies in the nursing care of elderly patients with acute cardiac disorders using a structured discovery approach. They completed the first posttest (immediate recall) immediately after finishing the CBIV program and the second posttest (retention) one week later. Results did not support either of the first two hypotheses, and only partially supported the third; however, interview comments about the FGO emphasized its usefulness as an orientation tool; helpful as a guide to assessment and intervention decisions, and subjects in this group strongly outperformed the others on both posttests. A discussion of possible reasons for the unexpected results and suggestions for further research conclude this report. (41 references) (BBM)