INSTRUCTIONAL AND EQUIPMENT CONSIDERATIONS IN THE DESIGN OF THE STUDENT MACHINE INTERFACE, THE POINT OF CONTACT OF A LEARNER WITH AN EDUCATIONAL SYSTEM DISPLAY, ARE DISCUSSED. INSTRUCTIONAL ASPECTS ARE CONSIDERED WITH RESPECT TO THE REQUIREMENTS FOR THE INDIVIDUALIZATION OF THE LEARNING ENVIRONMENT, THE SEQUENCING OF INSTRUCTIONAL STEPS, AND NONEXPOSITORY INSTRUCTION WHICH ALLOWS THE LEARNER TO DIRECTLY MANIPULATE ELEMENTS OF A SUBJECT MATTER. THE DISPLAY REQUIREMENTS OF INTERFACES ARE INFLUENCED NOT ONLY BY HUMAN ENGINEERING CONSIDERATIONS, BUT ALSO BY ASPECTS OF SENSORY INPUTS THAT FACILITATE OR INHIBIT LEARNING. RESPONSE REQUIREMENTS MUST CONSIDER RESPONSE DETECTABILITY, DEGREE OF SIMULATION, AND LEARNER RESPONSE CAPABILITY. RESPONSE FEEDBACK IMPOSES DEMANDS FOR IMMEDIATELY RESPONSIVE DISPLAYS WITH SHORT LATENCIES BETWEEN LEARNER RESPONSE AND FEEDBACK. EQUIPMENT CONSIDERATIONS EXPLORE THE DEVELOPMENT OF NEW DEVICES AND THE ADAPTATION OF EXISTING TECHNIQUES IN ORDER TO PROVIDE BETTER INTERFACES BETWEEN THE STUDENT AND HIS SUBJECT MATTER. DEVICES AND TECHNIQUES FOR MEETING THE BEHAVIORAL REQUIREMENTS OF THE INSTRUCTIONAL INTERFACE ARE DISCUSSED, AND METHODS FOR ELIMINATING AUXILIARY INTERFERING TASKS ASSOCIATED WITH THE OPERATION OF THE DEVICES ARE INDICATED. FIGURES ARE INCLUDED. THIS ARTICLE IS A REPRINT FROM THE 1967 "IEEE INTERNATIONAL CONVENTION RECORD, PART 10," NEW YORK, INSTITUTE OF ELECTRICAL AND ELECTRONICS ENGINEERS, 1967. (AUTHORS)