Although the use of hypertext systems for learning complex knowledge has been attracting recent attention, we currently have poor theoretical and research perspectives from which to understand special characteristics associated with learning in nonlinear and multidimensional hypertext instructional systems. A study was conducted to investigate a theory-based hypertext learning environment that provided instruction in a complex and ill-structured domain. The experimental treatment incorporated several features derived from recent cognitive learning theory, in particular a hypertext procedure that presented the instructional material in multiple contexts to highlight different facets of the knowledge. The main results of the study revealed that although the control treatment led to higher performance on the measures of memory for factual knowledge, the more hypertext-like treatment promoted superior knowledge transfer. Overall, these findings suggest hypertext learning environments that present the instructed knowledge by explicitly demonstrating critical interrelationships between abstract and case-specific knowledge components in multiple contexts will help prepare students to use knowledge in new ways and in new situations.
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