The study examined motivation and learning outcomes of the use of multimedia instructional message during the introductory part of 18 lessons of school subject Nature and Society in 4th grade. Learning outcomes were measured by immediate knowledge tests and global exams. The multimedia model was developed containing activities used either through multimedia presentations, or in a traditional manner, such as using printed text and picture. Multimedia presentations, created according to the multimedia learning principles, represented multimedia instructional and motivational messages. They consisted of six groups of activities: association games, videos, interactive stories, interactive maps, visual stimuli, and crossword puzzles and quizzes. Field quasi-experiment was conducted with the experimental group exposed to instructional and motivational message on computer, and the control groups exposed to the message by traditional teaching aids. The participants were 170 pupils from four Croatian schools. The experimental group consisted of 97 and the control group of 73 students. Using multimedia instructional messages gave better learning outcomes, measured by immediate knowledge tests, while the effect was partially visible in the more global exams. The experimental group rated the activities more fun, interesting and instructional than the control group. The higher motivation was positively correlated to better learning outcomes.