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 had access to navigational aids, interacted more with the program and this was associated with higher performance on the posttest. The findings revealed that students who had control over the sequence of their instruction deviated from a linear path significantly more often when provided with navigational aids such as those used in this study. Navigational aids may provide a structure that promotes more explanatory behavior or interaction for students under learner control conditions.
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