User control and structural isomorphism or disorientation and cognitive load? Learning from the Web versus print

User control theory predicts that providing freedom in learning increases L earning compared to traditional instruction, implying that the Web is more effective for learning than print. Theorists have also argued that navigati on through Web sites mimics the associative nature of human memory and info rmation processing-structural isomorphism-suggesting. Web superiority. Howe ver; studies indicate that hypermedia increases cognitive load and produces disorientation, implying that the Web would be less effective for learning than would print. An experiment comparing learning in print versus several Web site designs demonstrated that learning from print as measured by reco gnition is better than learning from linear and nonlinear Web designs but n o different from a design including advisement. No significant differences across media conditions were found using cued recall as the measure of lear ning. Additional findings suggest that cognitive load inhibits learning, wh ereas Web expertise facilitates it. Curiously, a learning motivation tended to reduce learning.