Abstract
A study was carried out to investigate the effects of prior knowledge on learning with a non-linear electronic document including an interactive conceptual map. Cognitive Load Theory was used as theoretical framework to investigate effects on cognitive load and disorientation in learning from non-linear documents. Forty-four future high school biology teachers were required to learn the multiplication cycle of a virus from either a hierarchical structure (organisational links) or a network structure (relational links). For the low prior knowledge learners, the results showed that the hierarchical structure supported better free recall performance and reduced feelings of disorientation. In contrast, the high prior knowledge learners performed better and followed more coherent reading sequences in the network structure. However, no interaction effect between prior knowledge and the type of structure was observed on mental effort and disorientation ratings. The results and the construct of disorientation are discussed in light of the processing demands in non-linear documents.