Abstract
While many elements like character decoding, word recognition, comprehension, and others remain the same as in learning from traditional text, when learning from hypertext, a number of features that are unique to reading hypertext produce added complexity. It is these features that drive research on hypertext in education. There is a greater degree of "learner control" when engaged in hypertext-assisted learning (HAL). In light of this increase in reader agency and responsibility when reading hypertext, researchers have begun to examine the role of various learner characteristics like individual differences, motivation, and goals on learning from hypertext. This paper reviews the literature on these learner characteristics in hypertext-assisted learning. The paper examines research on prior knowledge, field dependence/independence, navigation styles, and learning goals. It concludes that research on learner variables associated with reading and learning in a hypertext environment indicates that: it is clear that the level of the reader's prior knowledge is a critical factor in learning from hypertext; active cognitive engagement with the content and purposeful use of the linking features tends to have a positive influence on learning; and reading and learning from hypertext tends to be difficult for many readers. (Contains 46 references.) (NKA)