This critical assessment attempts to define a good instructional design through the eyes and the minds of renowned scholars and the most outspoken educational psychologists such as Gagne, John Keller, Jerome Bruner, and Richard E. Mayer and so on. This examination also discusses ways in directing the mental map of students for better knowledge construction. This critical literature further inspects the tremendous advantages of technological assisted instructional design in our classrooms. This appraisal also discusses the key apparatus of an excellent instructional design and how teacher-centered methodology can utilize technology assisted instructions to improve their teaching paradigm and at the same time to avoid a memory overload. This crucial analysis further investigates the significance of having a sound instruction in motivating the young learners to gain knowledge faster, remember and at the same time to continue learning. The role of interactive multimedia in creating educational instructional design is also discussed. Useful recommendations are delineated in the later stage for the benefit of instructors. [This paper was published in: Proceedings of the 1st International Malaysian Educational Technology Convention. Volume 2, p797-802. Johor Bahru, Malaysia.]