In this study positive affective states, experienced by users of a one-hour learning program, in a hypermedia learning environment were assessed. It was expected that a positive mood would occur during learning that would be correlated with high training/learning success. Furthermore, the experience of flow was used to indicate whether the challenges and skills were balanced. The results showed that the users of the training program were put into a positive mood. About a quarter of the users experienced flow. Positive moods were associated with higher training success and positive affect was correlated with total knowledge and content knowledge. An association between flow and training success was not observed. The perceived probability of success did not influence learning but a high perceived probability of success was considered as comparably more pleasant than a low perceived probability of success. The results are discussed in the context of self-directed learning.A central task of educational research is to describe and explain how learning technologies can be successfully used in school, university and business. So far the focus has been predominantly on cognitive aspects. Motivational aspects such as learning motivation, mood and other positive states that occur during hypermedia learning have only recently been considered (eg, Chan and Ahern, 1999;Konradt and Sulz, 2001). This study concentrates on positive states occurring during hypermedia learning, how anticipation of success affects the actual learning success, and whether the challenges of the learning system correspond with the skills of the user. Learning with hypermediaIn recent years, it has been repeatedly emphasised that hypermedia systems can deliver and provide information more efficiently than traditional media. Hypermedia allow depicting complex and not clearly defined domains, integrating information with the aid of varying ways of coding, re-conceiving issues in the context of different disciplines