Development of interactive e-learning courseware has focused largely on the instructional design approach of multimedia applications and has brought about a substantial amount of success in producing engaging multimedia educational resources. In this article I explore how the multimedia instructional strategies and processes can be enhanced by incorporating the principles of cognitive psychology in the design phases. Human cognitive architecture involves both, a limited working memory with visual and auditory channels, and a permanent long-term memory for storing multiple schemas. Understanding and tapping the rich potencies afforded by the human cognitive architecture would result in a more purposeful instructional program embedded in multimedia-mediated learning environments. (Contains 2 figures and 2 footnotes.)