The purpose of this study was to investigate the achievement and attitudinal effects of navigational behavior patterns and learner option choices in using a hypermedia-based computer-assisted instruction (CAI) unit designed for college students. Also investigated were the effects of two incentive structures on achievement and attitudes, as well as the relationships among prior interest, experience, achievement, and attitudes. Students were randomly assigned to either a task-incentive or performance-incentive version of a HyperCard instructional program on a tribe of prehistoric Native Americans of the Southwest United States. Multiple regression analysis revealed that total time spent on instruction and practice and the number of times previous and back selections were made were significant predictors of achievement. Type of incentive did not yield a significant difference in posttest scores or attitudes between treatments. Overall, subjects had positive attitudes toward the instructional program. Furthermore, the study found that there may be a relationship between prior experience and CAI assisted achievement. The results of this study suggest that college students may be able to judge well the fashion in which they need to review previously viewed screens in computer programs in order to receive higher posttest scores. (Contains 24 references.) (Author/AEF)