Prior knowledge is often argued to be an important determinant in hypermedia learning, and may be thought of as including two important elements: domain expertise and system expertise. However, there has been a lack of research considering these issues together. In an attempt to address this shortcoming, this paper presents a study that examines how domain expertise and system expertise influence students' learning performance in, and perceptions of, a hypermedia system. The results indicate that participants with lower domain knowledge show a greater improvement in their learning performance than those with higher domain knowledge. Furthermore, those who enjoy using the Web more are likely to have positive perceptions of non-linear interaction. Discussions on how to accommodate the different needs of students with varying levels of prior knowledge are provided based on the results.

Web enjoyment has been regarded as a component of system experience. However, there has been little targeted research considering the role of web enjoyment alone in student learning using web-based systems. To address this gap, this study aims to examine the influence of web enjoyment on learning performance and perceptions by controlling system experience as a variable in the study. 74 students participated in the study, using a web-based tutorial covering subject matter in the area of 'Computation and Algorithms'. Their learning performance was assessed with a Pre-Test and a PostTest and their leaning perceptions were evaluated with a questionnaire. The results indicated that there are positive relationships between the levels of web enjoyment and perceived usefulness and non-linear navigation for users with similar, significant levels of system experience. The implications of these findings in relation to web-based learning are explored and ways in which the needs of students who report different levels of web enjoyment might be met are discussed.

Mentoring in classrooms allows teachers the opportunity to be motivational tools in the lives of students while operating as role models. The current research shows that mentoring in the art classroom provides stimulation and the momentum to students who are less motivated with creative assignments. The first part of this study looks at the mentoring process for elementary students paired with high school students. The study results of this type of mentoring process suggests that implementing a mentoring model in the art classroom shows that elementary students become more motivated to produce quality works of art by using crossage mentoring (high school students) in the art classroom. This second part of this study demonstrated that modeling behavior by a teacher will result in a more productive environment of creativity and success while also grounding the children in art history and the development of art styles. What is particularly unique in this aspect of the study is the teacher actually acting out the behavior of the artist under study. Results of both studies were significant as learning tools and rewarding for the mentors and the mentored. It is especially important to note that a generalization can be taken from all of the research models concerning mentoring. This generalization is that both the mentor and the mentored gain and grows from the experience. Whether the method is cross-age or peer mentoring, the end result is a bond between individuals who are concentrating on a main goal.