A study was conducted to test the hypothesis that Brunerian learning theory can provide the instructional designer with a framework for developing effective learning materials. To determine three levels of spatial ability, two standardized tests--the Spatial Visualization Test (SVT) of the Dailey Vocational Tests and part VI of the Guilford-Zimmerman Aptitude Survey--were administered to 34 students in the introductory statistics course of the educational technology graduate program at Concordia University. The high, medium, and low spatial ability subjects were randomly assigned to one of two treatment groups: an instructional simulation developed according to the Brunerian learning theory and a traditional textbook approach. The two groups were administered a pretest, an immediate posttest, a 1 week delayed posttest, and a 5 week delayed posttest. The first three tests each consisted of five problems with three questions per problem. A 2 Treatment x 3 Spatial Visualization x 3 Test Position ANOVA was performed on the raw scores for the three achievement tests, and the means and standard deviations were calculated. The Brunerian simulation was found to be significantly beneficial for low spatial ability students, and no sex differences were found in spatial ability. Findings demonstrated the usefulness of isolating the significant aptitude required for a specific learning task, as well as the relevance of Brunerian theory for instructional design. Five figures, 6 tables, and 58 references are provided. (RBF)