The purpose of this study, unique in that it centered on students as creators rather than users of programs, was to determine whether collaboratively creating HyperCard stacks that presented information on four decades (i.e, the 1920s, the 1930s, 1945-60, and the 1960s) affected the amount of knowledge and the interrelatedness of informational units students had on the assigned decades. Specifically, this study was an investigation of the effect of a month-long instructional unit focusing on HyperCard and factors influencing the values of different decades on knowledge development and the interrelatedness of those knowledge structures. Thirteen upcoming high school seniors participated in this study as part of the 1991 West Virginia Governor's Honors Academy, a 4-week, summer residential, academic enrichment program attended by 165 students from throughout the state. The 13 students self-selected a strand of instruction called "Hyper-Humanities" from a list of 11 instructional strands. The students received both HyperCard and humanities instruction. Results indicated that students engaging in the development of HyperCard-based programs featuring the various factors affecting the values of certain decades promotes an increased awareness of the interrelatedness of these factors; and these changes in perceptions were due to the linking nature of the HyperCard authoring language. (Contains 23 references.) (ALF)