Knowledge-based assets play a very important role in the Information Age, and its increasingly influence on organizational competition makes Knowledge Management a hot issue in business research.Content analysis of documents is a core function of knowledge management. In previous research, many techniques have been developed to generate textual summary and/or generating ontology-based episodic knowledge from multipl documents. However, not much research has been done to compare different ways of organizing and presenting knowledge. Since different knowledge presentations may result in different effects on the user, the purpose of this thesis is to develop a method for investigating different document summary and presentation systems. In this research, we have developed an effect measurement method based on the extended Bloom¡¦s Taxonomy of Educational Objectives.More specifically, we proposes evaluation criteria based on memory and cognition of the user. A field experiment was conducted to compare graphical and textual systems. Results indicate that the ontology-based system has significantly superior performance in concept memorizing and procedural memorizing. On the other hand, the textual summary-based system performed better in remembering facts.