- Research using CI(Construction Integration) model has demonstrated that students with domain-specific prior knowledge are better equipped to understand challenging topics, especially science related topics presented in textbooks.
- Research using theoritical MDL(Model of Domain Learning) approach to domain learning has found that learners with more developed subject-matter knowledge tend to use advanced strategies during learning, while learners with limited subject-matter knowledge tend to approach learning by initially developing a conceptual framework of the domain.
- When learning with hypermedia, students can access any node and in multiple sequences, depending on various factors such learning goals and prior domain knowledge.
- Research has demonstrated that students with higher prior domain knowledge learn differently with hypermedia environment thatn students with lower prior domain knowledge.
- Students need to manage a high degree of control in order to effectively navigate through hypermedia because this environment allows students to choose which information to access
- Navigation within hypermedia is, in part, dependent on an understanding of the conceptual structure of the domain. This understanding guides students' interaction with non-linear nature of hypermedia. Thus, students who have limited understanding of the conceptual structure of the domain have little to guide their interaction with hypermedia, which explains why students with lower prior domain knowledge have more difficulty navigating in this environment.
- Recent Research has found that when students are learning in an environment with multiple representations and non-linear information they need to self-regulate certain aspects of their learning.
- Self-regulated learning(SRL) involves actively constructing an understanding of a topic/domain by using strategies and goals, regulating and monitoring certain aspects of cognition, behavior, and motivation, and modifying behavior to achieve a desired goal.
 Daniel C. Moos, Roger Azevedo: Self-regulated learning with hypermedia: The role of prior domain knowlegde, Contemporary Educational Psychology, Vol. 33, pp. 270-298, 2008