Learning with hypertext:: The impact of navigational aids and prior knowledge

Graphic navigational aids are integrated into hypertexts to reduce disorientation and cognitive overload during hypertext learning. However, research shows that navigational aids do not automatically lead to better understanding or improved memory achievement. To explore whether prior knowledge influences the impact of navigational aids on learning performance, an empirical study with N = 56 university students investigated the effects of domain-specific prior knowledge (high vs. low) and availability of a graphic navigational aid (available vs non-available) in a hierarchically structured hypertext, dealing with the psychology of memory. Results reveal an interaction effect of navigational aid and prior knowledge: Availability of a navigational aid promoted a stronger improvement in knowledge level for students with low prior knowledge compared to students with high prior knowledge.