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a b s t r a c tThe study examined the interaction effects of prior knowledge and hypertexts structure (network vs. hierarchy) on comprehension. Comprehension was investigated analyzing jointly three dependent variables: comprehension outcomes, coherence of the reading sequences and feelings of disorientation. The results supported most of the assumptions showing an interaction effect on each measure. For low prior knowledge readers, a hierarchical structure improved comprehension performance, helped them to follow coherent reading sequences and reduced their feelings of disorientation. For high prior knowledge readers, comprehension performance and feelings of disorientation were not affected by the type of structure. Moreover, prior knowledge was a relevant resource to cope with the cognitive requirements of reading non-linear texts. In the network condition, prior knowledge supported better comprehension, led the readers to follow more coherent reading sequences and limited their feelings of disorientation. The discussion dealt with processes based on prior knowledge involved in hypertext comprehension, and stressed the need for conducting further investigations on the nature of the on-line inferences and on relations between performance, navigation and disorientation.

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a b s t r a c tA study was carried out to investigate the effects of prior knowledge on learning with a non-linear electronic document including an interactive conceptual map. Cognitive Load Theory was used as theoretical framework to investigate effects on cognitive load and disorientation in learning from non-linear documents. Forty-four future high school biology teachers were required to learn the multiplication cycle of a virus from either a hierarchical structure (organisational links) or a network structure (relational links). For the low prior knowledge learners, the results showed that the hierarchical structure supported better free recall performance and reduced feelings of disorientation. In contrast, the high prior knowledge learners performed better and followed more coherent reading sequences in the network structure. However, no interaction effect between prior knowledge and the type of structure was observed on mental effort and disorientation ratings. The results and the construct of disorientation are discussed in light of the processing demands in non-linear documents.