Do students learn to model OR/MS problems better by using computer-based interactive tutorials and, if so, does increased interactivity in the tutorials lead to better learning? In order to determine the effect of different levels of interactivity on student learning, we used screen capture technology to design interactive support materials for modeling and solving the transportation problem in a spreadsheet. A controlled experiment was carried out and the results indicate a general support for the effectiveness of interactive tutorials in enhancing students' learning of modeling concepts. However, the study also found that excessive interactivity increased the cognitive load for the students and hindered their learning by making it difficult for them to consolidate concepts, integrate previous knowledge, and create meaningful mental models of the process.