The objectives of study were: (1) To prepare multi-media CAI packages with two levels of interactivity viz. high and low. (2) To test effectiveness of the prepared CAI packages. (3) To find out the extent to which scholastic achievement of the learner is affected by the levels of interactivity. (4) To find out the extent to which scholastic achievement of the learners is affected by the learning style in two different environments (learning through CAI with high level of interactivity (HCAI) and learning through CAI with low level of interactivity (LCAI). 

The hypotheses of study were: (1) There will be no significant difference between pretest and post-test scores of the learners learning through HCAI. (2) There will be no significant difference between pretest and post-test scores of the learners learning through LCAI. (3) There will be no significant difference between post-test scores of the learners learning through HCAI and LCAI. (4) There will be no significant difference between post-test scores of the Diverges and Converges, Divergence and Assimilators, Diverges and Accommodators, Converges and Assimilators, Converges and Accommodators, Assimilators and Accommodation learning through HCAI. (4) There will be no significant difference between post-test scores of the Diverges and Convergers, Divergence and Assimilators, Diverges and Accommodators, Converges and Assimilators, Converges and Accommodators, Assimilators and Accommodation learning through LCAI. 

The sample comprised of 87 preservice teacher-trainees from colleges of education learning through English medium or graduated through English medium. The sample was selected by Stratified Random Sampling Method. 

The tools used for the study were: Koeb’s Learning Style Inventory, Nafde’s Non-Verbal Test of Intelligence (NVTI), Pretest and Post-test on “Communication" (developed by the researcher), Opinionaires about CAI packages with high and low levels of Interactivity (developed by the researcher), Rating scale for the experts to evaluate CAI packages (developed by the researcher)

The data was analyzed with the help of analysis of co-variance and t-test. 

The findings of study were: (1) HCAI was effective in terms of achievement. (2) LCAI  can also bring significant increase in the achievement scores. (3) The two sample groups are not significantly different and are selected from the same population. (4) The interactivity plays major role in enhancing the achievement of the learners learning through CAI. (5a) Diverges and converges show significantly higher performance than Assimilators while learning through HCAI. Accommodators are also found performing better than Assimilators through not significantly. (5b) The diverges and Accommodators find to learn with non-interactive mode. (6) Most of the learners appreciated multimedia inputs in the CAI packages. (7) CAI mode is considered to be an effective and efficient mode of learning. The preference for this mode is higher in case of HCAI than LCAI.