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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.
Niederhauser et al. (Sun,) studied this question.