Over the years, situated and observational learning has given way to mass teaching and theoretical learning based on prose information. Even though schools have produced many successful professionals, they often fail to address individual differences in learners and encourage competition rather than cooperation between learners. As a result, many students, particularly those of low ability, have built negative attitudes toward learning and even dropped out of school. Instructional technologies may help make learning more enjoyable for all students. The multimedia-based computer, which combines many of the capabilities of projectors and videocassette players, can deliver information in varying forms and accommodate a diversity of learning styles. In addition to earlier studies that have been done on the characteristics of the motivated student and the differences between extrinsic and intrinsic motivation, studies are now appearing on the influences of computerized presentations on the learning process. One study of 70 fourth-graders being taught a lesson on Newton's laws of motion found that computer animated visuals hold intrinsically motivating appeal for learners. Given a choice, most students chose to return to animated graphics rather than static graphics. Another study revealed that the use of audiographics, or instructional images accessible on computers at various remote sites, significantly improves motivational and attitudinal levels. The results of a third study suggest that humor in computer visuals can also be valuable. Among other things, features designed to enhance the appeal of computer visuals should always support the learning content and the nature of the task, increase motivation, trigger imagination and inquiry, relate to attainable goals, and demonstrate real-world applications of knowledge. (Contains 16 references.) (BEW)