User Control and Structural Isomorphism or Disorientation and Cognitive Load?

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Abstract
User control theory predicts that providing freedom in learning increases learning compared to traditional instruction, implying that the Web is more effective for learning than print. Theorists have also argued that navigation through Web sites mimics the associative nature of human memory and information processing—structural isomorphism—suggesting Web superiority. However, studies indicate that hypermedia increases cognitive load and produces disorientation, implying 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 recognition is better than learning from linear and nonlinear Web designs but no different from a design including advisement. No significant differences across media conditions were found using cued recall as the measure of learning. Additional findings suggest that cognitive load inhibits learning, whereas Web expertise facilitates it. Curiously, a learning motivation tended to reduce learning.

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