Using the cognitive fit paradigm as a theoretical framework, this study compared the problem-solving performance of users of a hypertext-based learning aid to the performance of users of a computer-based linear text learning aid. Subjects were 103 undergraduate MIS (Management Information Systems) majors enrolled in an information systems analysis course. Learners' performance was compared on three levels of task complexity: analysis, synthesis, and evaluation. Results indicated that users of the hypertext-based learning aid were more effective and efficient at the highest level of complexity tested. This suggests that hypertext-based learning aids would be more appropriate to more complex learning tasks than to less complex ones. One table presents analysis of variance results for learning time and method. (Contains 44 references.) (Author/MES)