The students are encouraged to reflect critically on their information, activate their prior knowledge, and restructure the information into a coherent whole. Executive control encompasses the student's metacognitive skills of directing their efforts toward their determined goals and developing their organizing structure. The reasoning phase consists of generating and refining the knowledge accumulated. Intertextuality involves students bringing their schemata to the situation and developing relationships in the information. Reflexivity requires the student to be actively monitoring their cognitive process.
Affective responses occur when the learner is overwhelmed with anxiety.
The five integrated aspects of the systemic process are part of metacognition and the student actively constructing knowledge. The study identifies the problem solving process of students placed in a constructive hypermedia environment. The problem solving patterns employed by the learners were directly related to the design of the hypermedia and the nature of the task. In order to create effective hypermedia applications, the system should be developed based on proven pedagogy and effective cognitive tools. The problem is important practically.