摘要：The aim of this study was to share the results from an experimental research which investigate the effects of link annotations in an educational hypermedia on students’ navigation. This study was conducted through a post-test only control group design with 67 undergraduate students. The voluntary research participants were randomly assigned into the experimental and control group. The required data were collected through an academic achievement test, the Motivated Strategies for Learning Questionnaire, the Non-Linear Media Disorientation Assessment Tool, a questionnaire about users’ opinions and user logs. The findings showed that the perceived disorientation scores and revisitation rates were significantly lower for the learners who studied in the adaptive environment than those in the non-adaptive environment. It was observed that students’ non-sequential navigation in experimental group increased significantly and they followed the system's advices.
