This study explores a relatively new area of computer research, i.e., utilization of computer-generated feedback based upon the knowledge gained in both written and computer-based instruction. One hundred and twenty-six freshmen and sophomore college students from a variety of academic majors volunteered for this study. The instructional materials included a 2,000 word script which described the parts and functions of the human heart. A self-paced computer program allowed the students to look at a series of 38 instructional frames of the heart, with associated graphics, and provided feedback to required student responses. Three major instructional treatment groups were established: simple, covert, and overt feedback. Four posttests were administered (drawing, identification, terminology, and comprehension tests), and a one-factor ANOVA was used to analyze scores for each of the four tests. The various types of feedback had different effects on the objectives measured by the posttests and also had a significant effect on the drawing test, which evaluated the student's ability to construct and reproduce items in their appropriate context. These results emphasize the fact that non-drill lessons do not automatically ensure increased learning of the content material; that all methods of computer-generated feedback are not equally effective in facilitating student achievement of different educational objectives; and that there is a need for further research on new methods to make computer-generated feedback more effective for the learner. (29 references) (CGD)