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There are two difficulties with this argument and some of the resultant empirical literature. The first is that knowing is a complex phenomenon which can be variously defined and measured. However, the literature often focuses on a narrow range of definitions and measures and doesn't exploit the full range of theory. This, in turn, may lead to the second difficulty, that of very limited outcomes. A cognitive model of learning and knowing is presented and contrasted with a sample of empirical research. This model provides a solid theoretical basis for research into cognitively engaging hypermedia systems.<\/jats:p>","DOI":"10.1002\/meet.1450420171","type":"journal-article","created":{"date-parts":[[2006,10,18]],"date-time":"2006-10-18T10:13:39Z","timestamp":1161166419000},"source":"Crossref","is-referenced-by-count":0,"title":["In search of learning and knowing"],"prefix":"10.1002","volume":"42","author":[{"given":"Amy Tracy","family":"Wells","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2006,10,18]]},"reference":[{"key":"e_1_2_5_2_2","doi-asserted-by":"publisher","DOI":"10.3102\/0013189X029004011"},{"volume-title":"Handbook I: Cognitive Domain","year":"1956","author":"Bloom B. 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