Advances in technology have enabled the development of hypertext-based instructional materials. These computerized information presentation systems are becoming increasingly popular as schools and businesses develop the technology infrastructure to support their use; however, before hypertext-based instruction completely takes over the classroom and the boardroom, a number of questions about the utility of this presentation medium must be answered. The present study is an examination of the effects of the cognitive load associated with using hypertext linking capabilities to "criss-cross the conceptual landscape" on student learning. Results indicate that extensive use of hyperlinks to compare and contrast concepts when reading hypertext may inhibit learning. Cognitive load theory is discussed as a possible explanation for these findings.Recent advances in technology have prompted the proliferation of hypertextbased instructional materials. Hypertext is computer-presented text which contains information organized into a kind of "semantic net" [1]. Within this network of information, the reader accesses individual elements, or "nodes," through the use of links that are embedded within the text. Learning in a hypertext environment requires the reader to assume responsibility for what to read and the sequence for reading it [2, 3]. This process is markedly different from reading traditional paper-based text, which typically involves moving through the text as it is presented-from front to
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