The experiment discussed in this paper was designed to investigate the usability of combining two adaptive hypermedia (AH) techniques; shading fragments of text and adaptive navigation support (ANS) by means of link annotation, within the educational paradigm. The empirical study required the implementation of three prototype applications, Application A; supported ANS and shading, Application B; supported ANS and Application C; was a non-adaptive version. An in-depth evaluation showed that ANS alone was not as useful as combining it with adaptive presentation i.e. the shading method of AH. It also showed that shading reduced the effects of cognitive overload by reducing the number of highlighted links on documents.
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