Recent innovations in hypermedia computer technology permit learners to have highly individualized and interactive computerized instruction. However, adapting hypermedia computer technology to computer-assisted instruction (CAl) does not guarantee effective learning. Research studies have revealed that when learners were not fully aware of or responsible for what they needed to learn from CAl, they made poor decisions on their completion levels of learning (Kinzie & Sullivan, 1989; Kinzie, Sullivan. & Berdel, 1992; Steinberg, 1989). Therefore, consideration should be given to designing hypermedia CAl environments with appropriate instructional strategies, which guide learners to acquire necessary knowledge and skills
