Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct instruction vs. constructive-based) on middle (n = 333) and secondary (n = 389) school student attitudes (learning, design, and engagement) and learning performance (remembering, understanding, and application tasks) with respect to WBLTs. Students rated WBLTs with a direct instruction architecture significantly higher than WBLTs with a constructive-based architecture in the areas of learning effectiveness, design, and engagement. Students also commented that a direct instruction format had better organization and visual supports, higher quality graphics and animations, and superior help features. Students performed significantly better in the understanding and application knowledge categories when a direct instruction format was employed. No significant differences were observed between direct instruction and constructive-based architectures with respect to the remembering knowledge category. It is speculated that a direct-instruction design may be better suited to younger students who are learning basic level concepts, although more research is needed to explore higher level knowledge areas. (Contains 6 tables.)