Presented is a review of the effects of cognitive learning theory on instructional design strategies in the planning of computer-assisted instruction (CAI). Specifically, the paper focuses first on how information is represented in a given discipline and in human memory, and second, on the interaction of these two representatives of information on the planning of CAI. From research, two levels of effect are identified and defined in the development of several principles of CAI instructional design from a cognitive approach: macro, referring to the planning of CAI; and micro, referring to the means of student control in processing presented information via CAI. The paper concludes with specific design recommendations for planning CAI.
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