Navigational aids and learner control in hypermedia instructional programs

This study examined the effects of learner control and navigational aids on performance in a hypermedia instructional program. Results indicated that students who were permitted to move freely within the program and bad acces s to navigational aids, interacted more with the program and this was assoc iated with higher performance on the posttest. The findings revealed that s tudents who had control over the sequence of their instruction deviated fro m a linear path significantly more often when provided with navigational ai ds such as those used in this study. Navigational aids may provide a struct ure that promotes more explanatory behavior or interaction for students und er learner control conditions.