Abstract
The educational process occurs within a very complex system, in turn characterized by the cognitive systems of both teachers and learners, as well as by their interactions and by the technological tools which mediate these latter. In order to gain some knowledge about the interrelationships on which such a system is grounded a possible strategy is to start by investigating, through the methods of experimental psychology, the role played by specific instructional strategies in improving the educational process itself. In particular, we compared two very popular strategies, the one based on usual frontal lesson done by a single teacher, and the other based on a suitable computer-supported hypertextual structure (even in the latter case, however, under teacher supervision and assistance).
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