The program of systematic evaluation of variables associated with visual learning was initiated in 1965 to investigate the impact of variables linked to effective, efficient use of instructional visual materials. A prototype experimental package, containing a specific unit of cognitive content, learner achievement objectives, four individual criterion tests, and a 2000-word instructional script, was developed to ensure generalizability and continuity among the different studies. Conclusions based on results of over 100 published studies using the materials have indicated that present methods of selecting and using visual materials are ineffective and wasteful, and that visualization of instruction is often no more effective than the same instruction without visualization. Specifically, the use of visual materials to complement oral/print instruction is not equally effective in all instructional environments, and their effectiveness is primarily dependent on such variables as the amount of realistic detail provided, method of use (externally or self-paced), learner characteristics, type or level of educational objectives, attention-focusing devices, and achievement test format. Because of a need for guidelines leading to effective use of visualization in education, research with the program will continue. (LMM)