This thesis is an investigation of the effects of interactive, multimedia-based, learning support widgets on performance of multimedia-based instructional systems. Nine interactive, support widgets were created from two instructional models and tested across two tutorial modules. Performance of subjects receiving one or more widgets (test group), or no widgets (control group) was tested. Two Analysis of Covariance studies were conducted; gender and IQ were controlled and randomized. A significant main effect of interactive, support widgets on completion time and recall ability (i.e., performance) across both modules was observed; subjects who received a single widget outperformed those who received none. A significant difference in performance based on learning styles was observed; Convergers and Divergers statistically outperformed Assimilators and Accommodators. Lastly, there was a quadratic effect of the number of widgets presented to subjects and their performance. An upper threshold of 3 widgets was a quadratic effect of the number of widgets presented to subjects and their performance.