This study provides insights about how learning with hypermedia is mediated by system design and learner cognition. Videotaped observations were made of seventh and eleventh grade students using a commercially produced instructional hypermedia system. Analysis revealed differences among students in the paths taken, the type of nodes visited, the amount of time spent at each node, and think-aloud verbalizations. Three profiles of hypermedia navigation emerged from the data with each style characterized by a distinct set of information processing strategies. Analysis of the characteristics of the learners revealed that the students within each profile group had similar levels of prior knowledge, need for cognition, and self-efficacy. Student-generated concept maps appeared to be influenced by both the organization of knowledge within the system and navigation performance. Implications related to the design and use of hypermedia systems are considered.
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