Although interactive video instruction is a powerful educational tool which provides students practical and engaging experiences in the classroom, its effectiveness depends upon its pedagogical design and strategic instructional use. In order to utilize the established advantages of interactive video instruction, instructional designers must apply what is known about how people learn to the development of this instructional medium. This paper identifies common themes in learning theory that have practical design implications for the instructional designer of interactive video modules. The following guidelines extracted from these theories are suggested to increase the effectiveness and appropriate use of interactive video instruction: (1) prepare the learner; (2) attract and direct the learner's attention; (3) guide the learner through successive steps of complexity; (4) present the material repeatedly in a variety of contexts; (5) provide a vehicle for practice with immediate feedback; and (6) make connections between new information and old information. (Contains 13 references.) (Author)