The studies in the literature show that all learners may not benefit from hypermedia learning systems in the same way as a result of their individual differences. Learners with different individual characteristic may display different navigational pattern and they may encounter different problems in the hypermedia learning system. The aim of the study is to investigate the relationships among students? navigational behaviors, disorientation, academic achievement, and satisfaction in hypermedia learning systems, and also, investigating the moderating impact of working memory capacity on this relationship. The participants of the study consist of 81 university students. This study utilized path analysis to examine the relationships between the measured variables. The results obtained after testing the model indicate that the relationships between navigational metrics and disorientation, academic achievement, and satisfaction change depending on working memory capacity. The results may provide a basis for developing an adaptive system with dynamic models taking into account students? individual differences.