Considerable research has examined the use of traditional forms of media as vehicles for the delivery of persuasive messages, however very little research could be located on the delivery of persuasive messages via a computer. The computer possesses some distinct characteristics that are difficult to duplicate using other forms of media. For example, many researchers have emphasized that one-on-one, active student involvement with the computer may be important in promoting learning and attitude change. Three of the guidelines presented by Simonson (1979) for the planning, production, or use of persuasive media served as a foundation for this study;The purpose of this study was to examine three learner involvement strategies that were incorporated into a persuasive, computer-based instruction lesson, and to determine whether all, or some combination of these strategies, were needed to produce changes in knowledge, attitude, and behavior. Several phases were constituted in this study. First, based on a set of criteria, a persuasive, computer-based instruction lesson (CBI) was selected for use in the study. The learner involvement strategies were then incorporated into a series of treatment materials based on the CBI lesson. Next, instruments and procedures for the study were identified or developed. A pilot study was then conducted. Finally, the experimental study was carried out and the data were analyzed;A number of implications and recommendations were drawn from the results of this study. Student involvement in the form of strategies such as social interaction, active participation, and emotional involvement in CBI are important in promoting changes in knowledge, attitude, and behavior. It was found that a persuasive, CBI lesson was effective at promoting changes in knowledge and attitudes toward the use of seat belts. The inclusion of social interaction in the form of a post instruction discussion was shown to be an effective involvement strategy in promoting attitude change. In the same way, removal of emotional involvement from the lesson was found to be detrimental. Further research is needed to better understand persuasive, CBI. Specific aspects of learner involvement strategies used within persuasive, CBI lessons could be examined;References. Simonson, M. (1979). Designing instruction for attitudinal outcomes. Journal of Instructional Development, 2(3), 15-19.