The goal of this study is to set the criteria for the realization of instructional materials, based on the knowledge about the computer equipment that is currently at our disposal.   The first step is to define the users.

For example, users can be the students in a classroom. The computer equipment used in this case is a computer connected to a projector. It is a completely familiar computer environment and the instructional material made for such an occasion can be a PowerPoint presentation with professor's notes and a selection of illustrations (audio, animated or video). Such presentation can be structured in a way that uses all technological possibilities of the computer. 

Instructional materials used over the web in real time should be adapted to technological communication parameters of the network. It is possible that some of the users may experience clogged lines, so parts of the instructional materials might take too long to read and therefore become useless. These problems can be avoided by constructing the page in a way that reads the text first, and then the illustrations, or to offer a 'clean' text version adapted for printing.
 
However, each case should be studied separately. For example, the ideal way to understand the fractals is through interactive communication.
 
The simplest rule is the following: the more different users are expected to use certain instructional material, the simpler and more quickly readable it has to be. In a completely controlled computer environment one can use all technical possibilities at his/her disposal