In three experiments, learners used computerized learning material, which consisted of static pictures and on-screen text relating to the physiology of vision in one of two formats. The formats differed in method of access to text. Accessing text by clicking on picture components was hypothesized to produce superior learning to linear access (i.e., clicking the forward and backward buttons; Exps. 1 to 3). In addition, the investigation tested whether effects were dependent on learners' domain-specific prior knowledge (Exp. 2) and computer attitude (Exp. 3). Results indicated that pictorial access to text promotes learning about pictures (picture completion and picture labeling) but not text (verbal retention). Effects on transfer performance were inconsistent. Mode of access effects was not dependent on prior knowledge but on computer attitude. Pictorial access to text mainly fostered learning when learners had a negative attitude towards computers, whereas positive-attitude learners exhibited no learning benefits.