In this article, we discuss the results of an experiment in which we studied two apparently conflicting classes of design principles for instructional hypervideos: (1) those principles derived from work on multimedia learning that emphasize spatio-temporal contiguity and (2) those originating from work on hypermedia learning that favour user-friendly interfaces. Four hypervideos differing in the position and number of hyperlinks were compared to one another and to a control condition in an experimental learning situation. Participants (N=74) were novices in relation to the topic. During learning, students' navigation behaviour was recorded. Knowledge acquisition was tested by comparing pre- and post-test measures. Results indicate that both navigation and knowledge acquisition were not significantly influenced by the design parameters. However, individual characteristics of navigation behaviour were significantly and positively correlated with knowledge acquisition.