A classification scheme for multimedia interaction is described based on the degree of control and type of cognitive engagement experienced by learners in prescriptive, democratic, and cybernetic independent learning environments. Reactive, proactive, and mutual levels of interaction and their associated functions and transactions are discussed. Principles for designing interactive multimedia instruction emerging from this classification are discussed, along with current research on learner control. The classification is temporal and developmental. As levels of interaction are ascended by the instructional designer and reflected in the design of interaction, the amount of control abdicated to the learner changes. As instructional design theory advances, the categories offered will probably evolve. Four figures illustrate the discussion. (Contains 42 references.) (SLD)