Several directions for potential research efforts in the field of computer-based education (CBE) are discussed. (For the purposes of this paper, CBE is defined as any use of computers to promote learning with no intended inference as to the specific nature or organization of the educational application under discussion.) Efforts should be directed at examining: (1) CBE effects on student achievement in all subject areas, focusing on such variables as mode of computer use (tutorial or simulation), nature of computer involvement (computer-assisted instruction or computer-managed instruction, substitute for or supplement to instruction), student characteristics, and design of instructional materials; (2) instructional design and motivational appeal of CBE materials and how they may influence student achievement and attitudes; (3) the relationship between instructional design of CAI and the sex and achievement of students; (4) CBE and the learning of science process skills and concepts; (5) effects of CBE experiences on reading and verbal communication skills; and (6) effects of LOGO and computer programming skills on logical thinking processes and problem-solving skills. It is suggested that these and other areas be examined soon in order to maximize the benefits and minimize the disappointments associated with the evolution of CBE. (JN)