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Abstract
This study analyses to what extent teachers recognise which interactive multimedia software is efficient and which is not. The results are based on two correlation studies. The first study was carried out with 35 different pieces of interactive multimedia software for secondary students, and 34 pieces of interactive multimedia software for primary students were used in the second study. The teachers of special subject and class-teachers participated in these studies. The correlations between the teachers' evaluations about the interactive multimedia software and students' learning outcomes were found. The present study revealed that primary teachers' evaluations were not related to or negatively correlated with students' learning outcomes. Teachers of special subjects were more able to recognise the efficiency of educational software, but not in the case of all features and all groups of students.