Two studies (which followed up a 4-year longitudinal study) examined the impact of hypertext on students' learning in science and English classes. The first study compared the impact of HyperCard stacks and regular textbook presentations of ideas in biology on ninth-grade students assigned to study these materials. Students in the second study, 10 ninth- or tenth-grade students, developed their own HyperCard stacks and regular texts for projects in science and English courses. Data included interviews, videotaped observations of project development, and outcome and process measures. Results indicated that (1) students suggested that the hypertext offered alternatives to standard print texts; (2) students considered HyperCard projects more interesting than conventional texts and assignments; (3) HyperCard texts create by students contained more main ideas, enlisted more illustrations, were more multilayered, and provided clearer links between illustration and the text; (4) hypertext allowed a flexible exploration of ideas across several layers simultaneously; (5) students were motivated to explore its possibilities and were willing to share new findings with other students; and (6) the use of hypertext supported the acquisition of complex ideas and relations between those ideas involving science tasks, but not, apparently, those involving English tasks. Findings suggest that students view the advantages of the hypertext as allowing a way to "architecture" a space that affords different engagement for others. (Contains 16 references and 4 tables of data; appendixes contain a total listing of student interview questions, and an example of a debriefing interview analysis summary chart.) (RS)