Computer based instruction is being used widely to augment classroom and web based learning environments. Despite the potential convenience and effectiveness of the computer, there continue to be problems with leamer motivation. However, motivation was neglected in the instructional design probably because motivation is intemal and ambiguous to implement. Instructional designer and teachers should provide frequent opportunities for a degree of leamer control in order to capitalize on its motivational value, that student motivation to study particular subject matter is enhanced by making the subject available on the computer. Thus paper exarnines the effect of leamer control and adaptive control variables (including traditiona1 and intelligent dimensions) on motivation outcomes. Much of this research revolves around the issue of allowing the leamer to flexibly use the instructional system, but provide the leamer with guidance in making these decisions. The issue of learner control in computer based instruction reported ambiguous results. Research findings were equivocal, but even worse results were outnumbered. Another studies also reviewed over 70 research findings and conc1uded the results as ambiguity of learner control because students left on their own do not uniformly make good use of strategies. Many leamer control experiments failed to show advantages of leamer control because participants used incorrect leaming strategies. In addition to the use of incorrect learning strategies, learner disorientation and cognitive overload are two challenges faced by instructional designers. Students with leamer control actually learned less when they were provided choices that would allow them more control over their own instructional strategies in interactive learning programs.