Does interactive multimedia promote achievement and higher level thinking skills for today's science students?

This study examines the effects of Interactive Multimedia instruction upon the variables of achievement and problem solving skills on non‐science majors in an Environmental Science course at a mid‐western university. The findings indicate that the Interactive Multimedia had a significant effect on both of the variables. The findings are discussed in terms of the impact on self‐study when students are learning outside of the classroom in a distance learning environment.