Abstract
The main goal of this study is to compare the impact of different information presentation systems on deep and surface learning and on satisfaction. Three computer information systems were developed: one linear only containing text (the less dynamic and less interactive of the three); a second one similar to the first one but containing both text and images (more dynamic than the first one); and a third one non-linear — hypermedia with a web-like interface — containing text and images (the more dynamic and interactive). Three university students groups learned the same information displayed by these three systems and the results show, first, that the less dynamic and interactive information presentation system provided higher results on surface learning; second, none of the systems provided good results on deep learning (because of the information fragmentation or lack of global coherence) and; third, the more dynamic and interactive system provided higher levels of satisfaction.
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