Argues that multi-media does not, by itself, guarantee accelerated learning and enhanced motivation unless there is a clear pedagogical progression and learning strategy. Describes and analyzes didactic dimensions to be considered in designing a multi-media tool, based on the authors' experiences as software authors and language trainers. (DSK)

Undertakes a study to evaluate second-language learning with a videodisc named "Vi-Conte." Presents the research methodology as well as analyses of 78 learners' navigational patterns, strategies, gains in vocabulary items, changes in attitude, and global evaluation of the videodisc. Makes suggestions for the development of…

Maintains that the use of metacognitive learning strategies have been recurrent pedagogical tools for facilitating foreign language learning. Describes how new hypermedia and interactive video technology have broadened the scope of computer-assisted instruction. Calls for more research on this topic. (CFR)