With recent increases in the use of hypermedia applications for teaching and learning, it is important to consider both the beneficial and constraining factors associated with this relatively new educational tool. Research has provided evidence that the structure and navigational freedom associated with hypertext environments possess various benefits to the learning process (Dillon & Gabbard , 1998; Jonassen , 2000). First, providing non-linear access to information allows students more freedom in the learning process (Reed & Oughton , 1997). Second, allowing students to access information in depth affords complex representations of basic concepts and comprehensive illustrations of more abstract concepts (Collier, 1987). Third, hypermedia applications address many of the attributes that foster meaningful learning, such as being engaging to the learner, allowing for active learner participation, involving complex, contextual situations, and promoting reflection ( Jonassen , 1989; Landow , 1992).