Evaluating the role of computer experience and visual instructional aids in learners’ navigation strategies, disorientation, and attitudes in hypermedia learning

Visual instructional aids are commonly embedded in Hypermedia Learning Systems (HLS) to reduce navigational disorientation, particularly for learners with lower levels of computer experience. However, prior research has produced mixed findings regarding the extent to which such aids effectively support novice users. In addition, limited research has examined how learners with differing levels of computer experience interact with, and perceive, an HLS that incorporates visual instructional aids. This study examines differences in learning strategies, perceived disorientation, and attitudes between learners with low and high levels of computer experience (novices and experts) within an aid-embedded hypermedia environment. Findings indicate that learners with higher computer experience reported stronger orientation states, greater comfort navigating the system, and more positive attitudes overall. In contrast, learners with lower computer experience reported higher levels of perceived disorientation, greater dependence on visual instructional aids, and more difficulty using these aids effectively. The results suggest that the presence of visual instructional aids alone may not be sufficient to support novice learners in complex hypermedia environments. Implications for learner-sensitive and adaptive navigation support are discussed.