Adaptive HyperText and Hypermedia
Abstract
Hypertext/hypermedia systems and user-model-based adaptive systems in the areas of learning and information retrieval have for a long time been considered as two mutually exclusive approaches to information access. Adaptive systems tailor information to the user and may guide the user in the information space to present the most relevant material, taking into account a model of the user's goals, interests and preferences. Hypermedia systems, on the other hand, are `user neutral': they provide the user with the tools and the freedom to explore an information space by browsing through a complex network of information nodes. Adaptive hypertext and hypermedia systems attempt to bridge the gap between these two approaches.
Adaptation of hypermedia systems to each individual user is increasingly needed. With the growing size, complexity and heterogeneity of current hypermedia systems, such as the World Wide Web, it becomes virtually impossible to impose guidelines on authors concerning the overall organization of hypermedia information. The networks therefore become so complex and unstructured that the existing navigational tools are no longer powerful enough to provide orientation on where to search for the needed information. It is also not possible to identify appropriate pre-defined paths or subnets for users with certain goals and knowledge backgrounds since the user community of hypermedia systems is usually quite inhomogeneous. This is particularly true for Web-based applications which are expected to be used by a much greater variety of users than any earlier standalone application.
A possible remedy for the negative effects of the traditional `one-size-fits-all' approach in the development of hypermedia systems is to equip them with the ability to adapt to the needs of their individual users. A possible way of achieving adaptivity is by modeling the users and tailoring the system's interactions to their goals, tasks and interests. In this sense, the notion of adaptive hypertext/hypermedia comes naturally to denote a hypertext or hypermedia system which reflects some features of the user and/or characteristics of his system usage in a user model, and utilizes this model in order to adapt various behavioral aspects of the system to the user.
This book is the first comprehensive publication on adaptive hypertext and hypermedia. It is oriented towards researchers and practitioners in the fields of hypertext and hypermedia, information systems, and personalized systems. It is also an important resource for the numerous developers of Web-based applications. The design decisions, adaptation methods, and experience presented in this book are a unique source of ideas and techniques for developing more usable and more intelligent Web-based systems suitable for a great variety of users. The practitioners will find it important that many of the adaptation techniques presented in this book have proved to be efficient and are ready to be used in various applications.
... Under a different perspective, adaptable and adaptive software systems have been considered in a wide range of research efforts in the recent past. The relevant literature offers numerous examples illustrating tools for constructing adaptive interaction (e.g., Brusilovsky et al. 1998;Horvitz et al. 1998;Kobsa and Pohl 1995;Sukayariva and Foley 1993) and case studies in which adaptive interface technology has improved, or has the potential to improve, the usability of an interactive system (e.g., Benyon 1993Benyon , 1997Dieterich et al. 1993). In particular, Adaptive Hypermedia Systems (AH systems, or AHS for short) are an area that has drawn considerable attention since the advent of the Web (which can be practically considered as a "universal," widely deployed hypermedia system). ...
... Major categories of adaptive hypermedia systems include educational hypermedia, online information systems, online help systems, information retrieval systems, and institutional hypermedia. Numerous adaptive systems are available today in various application domains with a great variety of capabilities (see, e.g., Ardissono and Goy 1999;Balabanovic and Shoham 1997;Brusilovsky et al. 1998;Henze 2001;Kobsa 2001;Oppermann and Specht 1998). ...
The advent of the World Wide Web as a global communication
infrastructure enables concurrent access to heterogeneous
and distributed information sources through a wide
variety of media (hypertext, graphics, animation, audio, video,
and so on) and access devices. This evolution has brought
about fundamental changes in the way computer- mediated
human activities are conceived, designed, developed, and
experienced, giving rise to the progressive emergence of the
Information Society.
... Adaptive software systems have been considered in a wide range of research efforts. The relevant literature offers a wealth of examples illustrating tools for constructing adaptive interaction (e.g., Brusilovsky et al., 1998;Horvitz et al., 1998;Kobsa and Pohl, 1995), and case studies in which adaptive interface technology has improved, or has the potential to improve, the usability of an interactive system (e.g., Dieterich et al., 1993;Benyon 1997). ...
... Adaptive Hypermedia Systems (AHS for short), in particular, are a relatively new area, which has drawn considerable attention since the advent of the Web. There exist today numerous AHS, in various applications domains, with a great variety of capabilities (see, e.g., Ardissono and Goy, 1999; Balabanovic and Shoham, 1997;Brusilovsky et al., 1998;Henze, 2001; Oppermann and Specht, 1998;Kobsa, 2001). Major categories of AHS include educational hypermedia, on-line information systems, on-line help systems, information retrieval systems, and institutional hypermedia. ...
This paper presents the design and development of the user interface component for a communication aid addressing the requirements of people with speech-motor impairments. Dialogue design aspects and details
pertaining to the undergone implementation of a prototypical system are outlined and emphasis is given to usability aspects of the system.
... Les hypermédias adaptatifs, fondés sur les théories constructivistes et sur l'apprentissage adaptatif (Psyché et Ruer, 2019), constituent une catégorie particulière d'EAD. Brusilovsky (1996) et (Brusilovsky et al. 1998) en énumèrent les principales propriétés. ...
L’introduction de l’intelligence artificielle dans les environnements numériques d’apprentissage dote ces environnements de capacités nouvelles, dont celle de s’adapter au comportement et à l’état cognitif de l’apprenant, de façon à personnaliser son apprentissage. Au fil du temps et des progrès en intelligence artificielle appliquée à l’éducation, cette caractéristique de personnalisation est devenue de plus en plus présente dans les environnements numériques d’apprentissage dits « intelligents ». Ce chapitre présente différents types d’Environnements intelligents pour l’apprentissage humain. Il s’intéresse ensuite à leurs composantes de base, puis à leur ingénierie pédagogique, c’est-à-dire aux méthodes et aux outils permettant de les concevoir, de les réaliser et de les rendre disponibles dans un grand nombre de situations de formation.
... There are three significant domains for the Personalized E-Learning Architecture, which are the following (P. Brusilovsky, 1998): ...
The domain of education has taken great leaps by capitalizing on technology and the utilization of modern devices. Nowadays, the established term "one size fits all" has begun to fade. The research focuses on personalized solutions to provide a specially designed environment on the needs and requirements of the learner. The adaptive platforms usually use Learning Styles to offer a more effective learning experience. This review analyzes the learner model, adaptation module, and domain module, originating from the study of 42 papers published from 2015 to 2020. As more modern techniques for adaptation get incorporated into e-learning systems, such techniques must be compliant with educational theories. This review aims to present the theoretical and technological background of Adaptive E-learning Systems while emphasizing the importance and efficiency of the utilization of Learning Styles in the adaptive learning process. This literature review is designated for the researchers in this field and the future creators and developers of adaptive platforms.
... An alternative way of helping learners that is more suitable for such environments is through adaptive hypermedia (Brusilovsky et al. 1998). Typically, in an adaptive hypermedia system there is a model of each learner that is powered by domain models created by authoring teams (Brusilovsky 2012). ...
The focus of this paper is a novel pedagogical planner that we have developed called the CFLS planner (Collaborative Filtering based on Learning Sequences). The CFLS planner has been designed for an open-ended and unstructured learning environment based on the ecological approach (EA) architecture (McCalla Journal of Interactive Media in Education, 7, 2004). The EA-based learning environment represents its content as learning objects (LOs), maintains models of its learners, and keeps track of learner interactions with the LOs by attaching traces of their behaviour to the LOs they have interacted with. The CFLS planner creates pedagogical plans for a target learner by looking back at the sequence of the b (for “backward”) most recent LOs that the target learner has interacted with and finding a neighbourhood of other learners who in the past have interacted with a similar sequence of b LOs. The CFLS planner then recommends to the target learner a sequence of f (for “forward”) LOs that was the most successful sequence (in terms of learning outcomes) that had been carried out next among the neighbourhood of similar learners. We implemented and tested the CFLS planner using a very simple simulation, in which simulated learners interact with simulated learning objects. We experimented with various settings for the b and f parameters. Intriguing patterns in the relationship between b and f emerged. Further, the settings for b and f that led to the best learning outcomes (on two different measures of success) varied according to the aptitude levels of the learners. Finally, we compared the CFLS planner to two baseline planners: a simple prerequisite planner (SPP) and a planner that randomly recommended the next learning object (Random). The CFLS planner readily outperformed Random (as expected), but also, more surprisingly, with appropriate settings of b and f, it outperformed SPP even though the CFLS planner did not know about the prerequisite relationships among the LOs that the SPP was able to access. This shows promise that a CFLS planner can find niche learning paths to recommend to learners based on interaction traces left behind by the learners, without needing externally engineered metadata about the learning objects or knowing very much about the learners, perhaps even finding paths based on patterns of learning activity never considered by a human designer. This is exactly the kind of planning system needed in open-ended, unstructured learning environments.
... The idea of hyper-personalisation has become quite popular in internet marketing. Adaptive hypermedia aims to enhance the functionality of hyperlink-based systems by making the user interaction process personalisable (Brusilovsky et al. 1998a). Adaptive hypermedia is an alternative to the traditional 'one-size-fits-all' approach in the development of hypermedia systems, in that they build a model of the goals, preferences and knowledge of each individual user and this model is used throughout the interaction with the user in order to adapt to the needs of that particular user (Brusilovsky 1996;Kurilovas 2016). ...
Growing use of the internet in educational contexts has been prominent in recent years. In this survey paper, we describe how the internet is transforming the mathematics classroom and mathematics teacher education. We use as references several reviews of use of the internet in mathematics education settings made in recent years to determine how the field has evolved. We identify three domains in which new approaches are being generated by mathematic educators: principles of design of new settings; social interaction and construction knowledge; and tools and resources. The papers in this issue reflect different perspectives developed in the last decade in these three domains, providing evidence of the advances in theoretical frameworks and support in the generation of new meanings for old constructs such as ‘tool’, ‘resources’ or ‘learning setting’. We firstly highlight the different ways in which the use of digital technologies generates new ways of thinking about mathematics and the settings in which it is learnt, and how mathematics teacher educators frame the new initiatives of initial training and professional development. In this survey paper, we identify trends for future research regarding theoretical and methodological aspects, and recognise new opportunities requiring further engagement.
... To address the design problem in a more systematic way, we proceeded to expand and detail the elements of our initial vision. Following the work of Zimmermann et al. [32] on contextual adaptation, we built upon the framework of Brusilovsky et al. [9] of adaptive hypermedia, which classifies adaptive systems on four dimensions: adaptation goals, features to adapt, features used for adaptation, and adaptation method. We extend it to include information about the context (in our case, the physical space around the user) and the effect of the adaptation on the visual aspects ( Figure 3). ...
Mobile augmented reality may eventually replace our smartphones as the primary way of accessing information on the go. However, current interfaces provide little support to walking and to the variety of actions we perform in the real world. To achieve its full potential, augmented reality interfaces must support the fluid way we move and interact in the physical world. We explored how different adaptation strategies can contribute towards this goal. We evaluated design alternatives through contextual studies and identified the key interaction patterns that interfaces for walking should support. We also identified desirable properties of adaptation-based interface techniques, which can be used to guide the design of the next-generation walking-centered augmented reality workspaces.
... With the runaway success of e-learning systems in their abilities to meet specific needs, a new kind of system is booming, namely the adaptive learning system. We are currently witnessing a transition from the one-size-fits-all systems [11] to new ones, which are more interested in a personalization of the learning process. In fact, adaptive learning systems are an important class of the e-learning systems; they usually customize the learning process according to the needs, prerequisites, objectives, etc... of each learner, creating thereby a specific learning path. ...
This paper presents the results of an experiment, conducted on a sample of computer science students, using the adaptive learning system called ALS_CORR[LP]1. Indeed, unlike the traditional LMS, adaptive learning systems provide a personalized learning experience based on specific objectives, prerequisites and learning styles, generating thereby a specific learning path. However, the main issue resides in the fact that they assume that the generated learning path is supposedly the leading one, which is far from being true, as we can always detect some failure cases during the evaluation phase. In this paper we will conduct a learning experiment using the system ALS_CORR[LP], which has the ability to correct the generated learning path by recommending the most relevant learning objects, and update the learner model based on a calculation of similarity in behavior between the struggling learner and the succeeding ones. We will later analyze the results of behavior tracking within the system.
... Input is processed by a computer system affecting its current state and a response is created using e.g., monitors, Head-Mounted Display (HMD) or audio output. Widespread 2D screen-based interaction systems are Windows/Icons/Menus/Pointers (WIMP)-systems [28], hypertext/hypermedia-systems [29] and contact-based systems [30]. However, this publication focuses on (virtual) 3D-environments. ...
Modern hardware and software development has led to an evolution of user interfaces from command-line to natural user interfaces for virtual immersive environments. Gestures imitating real-world interaction tasks increasingly replace classical two-dimensional interfaces based on Windows/Icons/Menus/Pointers (WIMP) or touch metaphors. Thus, the purpose of this paper is to survey the state-of-the-art Human-Computer Interaction (HCI) techniques with a focus on the special field of three-dimensional interaction. This includes an overview of currently available interaction devices, their applications of usage and underlying methods for gesture design and recognition. Focus is on interfaces based on the Leap Motion Controller (LMC) and corresponding methods of gesture design and recognition. Further, a review of evaluation methods for the proposed natural user interfaces is given.
... The use of both presentational and navigational qualities is becoming a critical prerequisite in the modern proposals of Web applications, with the objective of facing the range and multiplicity of the projected users. By incorporating information from adaptive hypermedia [22] as well as web engineering [23]. Significant adaptability is considered an escalating aspect within a web application. ...
With the evolution of modern web applications, several web engineering methods proposed to develop web applications. The modern web applications are; Rich Internet Application (RIA), Semantic Web Application (SWA), Ubiquitous Web Applications (UWA), and Intelligent Web Applications (IWA), with each of them having new features. The problem is that current web engineering methods cannot support new features of modern web applications. However, some of them extended for new concern of web applications but have limited, meaning these methods have a lack of adaptability to support features from modern web applications. In an attempt to solve this gap, we have defined a new adaptive model for the web engineering methods that can support the new features of modern web applications. This model very efficient in the process development and will be to increase the usability of the methods.
... Los sistemas hipermedias adaptativos (HA) son herramientas que basadas en el hipertexto y la hipermedia son capaces de adaptarse en varios aspectos visibles del sistema alas características del usuario (Brusilovsky, 1998). En otras palabras, un sistema de estas características podría adaptar tanto la información presentada como los enlaces disponibles para cada usuario, ayudando al usuario a su navegación, ofreciendo sugerencias sobre los enlaces más relevantes o bien añadiendo comentarios adicionales a los enlaces disponibles. ...
Los sistemas hipermedia adaptativos, en el campo de la educación, son aquellos que
utilizando técnicas de inteligencia artificial y conocimiento del usuario, son capaces de
adaptar el contenido a entregar y la interfaz a las necesidades de cada usuario.
En este trabajo se presenta la herramienta LEXMATH, un sistema hipermedia adaptativo
que utiliza el léxico disponible permite adaptar las actividades y contenidos.
Palabras clave: Léxico en Matemáticas, Léxico Latente, Disponibilidad Léxica, Léxico
en Algebra.
... With the runaway success of e-learning systems in their abilities to meet specific needs, a new kind of system is booming, namely the adaptive learning system. We are currently witnessing a transition from the one-size-fits-all systems [11] to new ones, which are more interested in a personalization of the learning process. In fact, adaptive learning systems are an important class of the e-learning systems; they usually customize the learning process according to the needs, prerequisites, objectives, etc... of each learner, creating thereby a specific learning path. ...
This paper presents the results of an experiment, conducted on a sample of computer science students, using the adaptive learning system called ALS_CORR[LP] 1. Indeed, unlike the traditional LMS, the adaptive learning systems provide a personalized learning experience based on the objectives, the prerequisites or even the learning styles generating thereafter a specific learning path. However their main issue remains the fact, that they assume that the generated learning path is necessarily the leading one, which is far from being true, since we can always detect some failure cases during the evaluation phase. In this paper we conduct a learning experience using the system ALS_CORR[LP] which has the ability to correct the generated learning path by recommending the most relevant learning objects, and update the learner model based on a calculation of similarity in behavior between the struggling learner and the succeeding ones. We analyze later the results of behavior tracking within the system.
... Dynamically created personalized content may include different modalities. Typically, text-centric personalized content may be identified on the Web and adaptive hypermedia systems [12]. On-demand generation and publication of personalized multimedia content is introduced with research efforts, like the personalized album MyPhotos [13] and services, like Flickr [14] or Youtube [22]. ...
... ver the last 10 years, researchers in adaptive hypermedia and Web systems have explored many user modeling and adaptation methods. The first "pre-Web" generation of adaptive hypermedia systems explored mainly adaptive presentation and adaptive navigation support and concentrated on modeling user knowledge and goals [3]. Empirical studies have shown adaptive navigation support can increase the speed of navigation [8] and learning [4], whereas adaptive presentation can improve content understanding [2]. ...
... In the context of adaptive learning systems, such as Adaptive Educational Hypermedia (AEH [6]), and Intelligent Tutoring Systems (ITS [7]), assessment and user model maintenance with regard to user knowledge has been typically based on testing for knowledge and skill. In ITS, the emphasis was placed on procedural problem solving skills. ...
Predicting knowledge levels from user’s implicit interactions with an adaptive system is a difficult task, particularly in learning systems that are used in the context of daily work tasks. We have collected interactions of six persons working with the adaptive work-integrated learning system APOSDLE over a period of two months to find out whether naturally occurring interactions with the system can be used to predict their level of expertise. One set of interactions is based on the tasks they performed, the other on a number of additional Knowledge Indicating Events (KIE). We find that the addition of KIE significantly improves the prediction as compared to using tasks only. Both approaches are superior to a model that uses only the frequencies of events.
... Adaptive Educational Hypermedia Systems (AEHSs) are also systems that offer personalized education. They are specifically developed for hypertext environments such as the WWW [3]. Enhancing AEHSs with aspects and techniques from ITSs creates another type of personalized education systems: Adaptive and Intelligent Educational Systems (AIESs) [1]. ...
We have developed and use in our Department the Artificial Intelligence Teaching System (AITS). AITS is an adaptive and intelligent tutoring system that teaches AI aspects and uses AI techniques for personalized learning and assessment of the students. In this paper, we present the way that AITS can help students in learning search algorithms and the learning approaches and activities it offers. Also, we present a tool developed to assist tutors to create exercises in a semi-automatic way. It is an assistant tool to be embedded into the AITS system that produces different types of interactive exercises related to AI search algorithms. The tool takes as input a number of parameters regarding the desired exercise and it creates semi-automatically the interactive exercise based on the corresponding parameters. The tool aims at helping tutors in creating and updating the teaching material. Results gathered from an evaluation study are quite promising.
... However, LMS systems do not take learning styles into consideration. A global approach to deliver schoolwork to students is provided regardless of their learning styles and levels of knowledge [Brusilovsky, 1998;Brusilovsky, 2001]. If the student is not participating in face to face communication with the teacher, they use textbooks to study. ...
This paper introduces a complex plan for a complete system of individualized electronic instruction. The core of the system is a computer program to control teaching, the so called “virtual teacher”. The virtual teacher automatically adapts to individual student’s characteristics and their learning style. It adapts to static as well as to dynamic characteristics of the student. To manage all this it needs a database of various styles and forms of teaching as well as a sufficient amount of information about the learning style, type of memory and other characteristics of the student. The information about these characteristics, the structure of data storage and its use by the virtual teacher are also part of this paper. We also outline a methodology of adaptive study materials. We define basic rules and forms to create adaptive study materials. This adaptive e-learning system was pilot tested in learning of more than 50 students. These students filled in a learning style questionnaire at the beginning of the study and they had the option to fill in an adaptive evaluation questionnaire at the end of the study. Results of these questionnaires were analyzed. Several conclusions were concluded from this analysis to alter the methodology of adaptive study materials.
Information presentation problems on interactive dashboards are known to hinder decision-making. Since a traditional user-centred approach to designing usable dashboards cannot fully satisfy user demands, needs and skills, we isolate behavioural indicators of usability when users conduct typical information-seeking and comparison tasks. In a first study (N=50), we identified strategies derived from 486,435 interaction events logged in a controlled setting with synthetic dashboards. User models consisting of these user strategies and graph literacy produced strong signals indicating that usability was predictable. In a second study (N=65), we tested the initial insights on real-world dashboards. While most of our hypotheses were confirmed, graph literacy emerged as the best predictor of usability. Usability was better predicted in dashboards with problems, suggesting promising opportunities for automated usability evaluation and real-time support for users struggling with visual analytics dashboards.
Global technological improvements are accelerating and influencing numerous industries, including education. Using machine learning, technological innovations can be utilized in the education industry. Machine learning is a subset of artificial intelligence (AI) that enables computers or teaching machines to make intelligent decisions by learning from all past data. The framework for machine learning involves acquiring and retaining a large quantity of data and translating it into organized knowledge. AI advancements enable educators to acquire a deeper knowledge of their students’ learning progression. Using Personalized Machine Learning can increase the efficiency of student learning by analyzing their performance in real time and modifying teaching techniques and the curriculum based on this information. It helps to have a tailored approach that adapts to the individual in order to provide a better education.KeywordsArtificial intelligence educationMachine learningPersonalized machine learning
The tabular structure of legal texts and the principles of their drafting result in the frequent use of various types of references, which has a negative impact on the comprehensibility of the law. As legal texts are nowadays drafted and made available in electronic format, it is reasonable to try to develop automated mechanisms for checking the correctness of references contained in these texts. The paper shows how a particular type of automated and dedicated information management mechanisms, offered by the so-called adaptive hypertexts, can be used for this purpose. The authors focus primarily on describing the specificity of this type of tools and on analyzing the possibilities, principles and prospects of their use in order to improve the quality of legal texts, in particular their comprehensibility.
The emergence of the Information and Communication Technologies (ICT) highlighted the hypertext among the media through which knowledge is built and spread, as long as it feeds the debate regarding the nature of the hypertextual phenomenon, opposing the perception of hypertext as an ICT construction to a concept f hypertext as a human cognitive potentiality existing before ICT. Central to such debate is the question of which is the defining element of hypertextuality: ICT and hyperlinks or the subject and hyperreading. In accordance with this
second premise, this research investigates which is the role of hyperreading in the process of building of the concrete hypertext vis-à-vis the hyperlinks in digital hypertext? With a praxiological and phenomenological approach, the main goal of this research is to demonstrate the central role of the hyperreader subject in the process of building of the concrete hypertext and the lateral position of the degree of potential hypertextuality in the concretization of the hypertextual route. Its specific goals are: 1. to demonstrate the prevalent role of hyperreading as a procedure of building of the concrete hypertext; 2. to describe the different levels of potential hypertextuality from which a concrete hypertext can be built; 3. To demonstrate the accessory nature of Information and Communication Technologies regarding the concrete hypertext. The method proposed here is the gauging of the degree of potential and concrete hypertextuality through which the three hypotheses proposed for this research were verified: H1 – hypertext is mainly constituted by the hyperreading praxis of the subject; H2 – hyperreading – taken as a multilinear dialogic process of meaning construction from the semantic links that connect eidetic fragments in a coherent and cohesive unity named hypertext – is a subjective process facilitated, but not determined, by hyperlinks; H3 – the links and nods of the hypertext – both hypermidiatic and only eidetic ones – do not imply correspondence of hypertextual routes, and also do not condition such routes strictly, establishing necessary proportion between the degree of potential hypertextuality and the degree of concrete hypertextuality. Nine research subjects
– three from the area of Arts, three from Health Care and three students of Language – produced (hyper)readings of three traditional texts (potential hypertextual degree equal to zero) and three digital hypertexts (potential hypertextual degree greater than zero). The subjects produced hypertextual routes (concrete hypertextual degree greater than zero) and non hypertextual routes (concrete hypertextual degree greater equal to zero) in both situations, and therefore the results validated the hypotheses indicating that hyperreading is the basic constituent element of the concrete hypertext.
Interactive Narrative is blessed with a myriad of forms, this richness makes it hard to compare IDN systems or to develop general theories and tools as each example can seem like a special case. We take the approach of using hypertext as a method of inquiry to explore the similarities of different IDN forms. Using the Interactive Process Model to scope our analysis we systematically examine IDN from the perspective of hypertext structure. We show that hypertext can coherently explain the transition functions (the parts of the system that manages narrative state) across calligraphic, sculptural (storylets), adaptive, database driven, parser, and game narratives. In doing so we define a Hypertext Lens, made of layers of lexia state, story state, world model, and story engine. We also show how sculptural systems, parser fiction, and game narratives make use of interaction and presentation engines that complement and build upon these structures. Rather than trying to reconcile hypertext and IDN our approach instead presents hypertext as a useful thought pattern for approaching IDN that can bridge the gap between IDN forms and clarify their relationships to one another. Our analysis clearly shows a fluidity of form, encourages experimentation, and provides a mechanism through which theory can be applied widely.
Adaptive hypermedia systems are systems that modify the different visible aspects based on the user profile. To provide this adaptation, the system is modeled according to a user model, which stores the information about each user. This information can include knowledge, interests, goals and tasks, background and skills, behavior, interaction preferences, individual traits, and context of the user. This chapter's goal is to introduce adaptive hypermedia systems fundamentals and trends. In this context, this chapter identifies some methods and techniques used to adapt the content, the presentation, and the navigation of the system. In the end, some applications (ELM-ART, Interbook, AHA!, AdaptWeb®) and trends (standardization, data mining, social web, device adaptation, and gamification) are exposed. As a result, this chapter highlights the importance of the improvement and the use of adaptive systems.
Conversational case-based reasoning (CCBR) systems retrieve past cases that are similar to a current problem by eliciting situation descriptions in interactive dialogues with their users. To find out how such human-machine cooperation is put into practice, the present article reviews the CCBR literature and extracts a list of dialogue principles – interaction techniques by means of which CCBR systems communicate with their users. Seven dialogue principles are identified and explained: mixed initiative, question selection and ordering, dealing with abstraction and expertise, explanations, visualisation and highlighting, dialogue termination, and evaluation support. The results reveal that current CCBR systems already make great efforts to put user needs into the centre of the interaction. At the same time, the current implementation of dialogue principles that adjust CCBR systems to user needs raise questions about who should be in control of these adjustments, what levels of human-computer interaction should be adjusted, and what goals should guide adjustment decisions. Moreover, the present review highlights a number of limitations concerning the methodology and contents of CCBR research, and points out questions for future research on human-computer interaction in CCBR systems.
Remediation is an integral part of adaptive instructional systems that provide a supplement to lectures in case the delivered content proves too difficult for a user to fully grasp in a single class session. To extend the delivery of current remediation methods from single type of sources to combinations of different material types, we propose an adaptive remediation system with multi-modal remediation content. The system operates in four main phases: ingesting a library of multi-modal content files into bite-sized chunks, linking them based on topical and contextual relevance, then modeling users’ real-time knowledge state when they interact with the delivered course through the system and determining whether remediation is needed, and finally identifying a set of remediation segments addressing the current knowledge weakness with the relevance links. We conducted two studies to test our developed adaptive remediation system in an advanced engineering course taught at an undergraduate institution in the US and evaluated our system on productivity. Both studies show that our system is effective in increasing the productivity by at least 50%.
Code puzzles are an increasingly popular way to introduce youth to programming. Yet our knowledge about how to maximize learning from puzzles is incomplete. We conducted a data collection study and trained a model that predicts cognitive load, the mental effort necessary to complete a task, on a future puzzle. Controlling cognitive load can lead to more effective learning. Our model suggests that it is possible to predict Cognitive Load on future problems; the model could correctly distinguish the more difficult puzzle within a pair 71%-79% of the time. Further, studying the model itself provides new insights into the sources of puzzle difficulty, the factors that contribute to Cognitive Load, and their inter-relationships. Finally, the ability to predict Cognitive Load on a future puzzle is an important step towards the creation of adaptive code puzzle systems.
Learner follow-up in adaptive learning systems requires real-time decision support approaches, using algorithms to predict learner behavior based on the experiences of other learners (learners already classified in groups). We propose an adaptive learning system architecture using the Felder-Silverman learning style model to detect the initial learning profile for each learner in order to provide a learning path based on his profile and the Incremental Dynamic Case Based Reasoning approach based on the exploitation of learning traces in order to follow and to control the behavior of the learner in an automatic and real-time way through the search for similar past experiences using the K-Nearest Neighbors algorithm.
The purpose of this chapter is to review and critically evaluate some issues related to Web-based learning. The chapter begins with an introduction to the importance of using the Web in education; then it examines and evaluates such issues. Suggestions and solutions to these issues are offered. These issues are classified into theoretical and design issues. The theoretical issues include: (1) online interaction, (2) learner control, (3) disorientation and cognitive overload. The design issues include: (1) interface design and (2) content structure. The conclusion section summarizes the chapter and points out the importance of considering individual differences in Web-based learning systems design.
This work presents an adaptive hypermedia proposal that focuses on the students' lexicon. An adequate lexicon knowledge affects dramatically in the learning processes in which the students are involved. In general, students manage a lexicon level that allows them to communicate. However, this is not enough for understanding specialized texts covering specific topics. Our proposal takes into account the interconnecting structures present in the lexicon associated to a student profile. More specifically, we propose a set of rules that, based on the student profile, facilitate the selection of the lexicon. We also provide a description of the different instances involved in the complete process.
Since the early days of the Web, researchers and practitioners studied adaptation and personalization to address comprehension and orientation difficulties presented in “one-size-fits-all” interactive systems. Main aim was to alleviate navigational complications and instead, satisfy the heterogeneous needs and requirements of users. Over time, a number of personalization methods and adaptation technologies and mechanisms have been proposed and applied in interactive systems for personalizing their content and functionality to the users’ characteristics. In this chapter we present the underlying principles of adaptation and personalization. Main aim is to provide an overview of state-of-the-art technologies and methods of adaptation and personalization, focusing on the one hand on technical aspects for adapting and personalizing content and functionality, and on the other hand on design aspects for communicating various adaptation effects. Through this chapter the reader will be able to formulate an inclusive theoretical and practical background in the area of adaptation and personalization and understand their differences and commonalities as well as the dynamics that influence their application in various contexts.
Vorwort
Die vorliegende Arbeit befaßt sich zwei zentralen Facetten von virtueller Ausbildung, nämlich mit "high-level Telelernen" und mit "Wis-sensmanagement". "Telelernen" stellt eine besondere Form von Ausbildung dar, die sich dadurch kennzeichnet, daß Ausbilder und Lernender (meist) physisch getrennt sind, Zeit und Ort der Ausbildung (relativ) frei wählbar sind und neue Informations- und Kommunikationstechnologien zur Informationsvermittlung (intensiv) genutzt werden. Mit der "high-level" Ausrichtung wird zum Ausdruck gebracht, dass primär besonders zukunftsträchtige und qualitativ hochwertige Telelernszenarios im Zentrum der Betrachtungen dieser Arbeit stehen. Daher werden im technischen Bereich dieser Arbeit ausschließlich Breitband-Telelernszenarien mit Bitraten über 128kbps dargestellt und untersucht.
Die in diesem Buch behandelten Inhalte können als Weiterführung der Grundlagenarbeit zu neuen Unterrichtsmedien von Astleitner, Sams & Thonhauser (1998) und zum Telelernen von Astleitner & Sindler (1999) gesehen werden. Im Gegensatz zu dieser empirisch-orientierten und an der Machbarkeit ausgerichteten Grundlagenarbeit, ist die vorliegende Arbeit vor allem spekulativ und innovativ angelegt. Viele aktuelle Bücher zu virtuellen Lernumgebungen tragen solchen innovativen Aspekten nur in unzureichender Weise Rechnung (vgl. z.B. Gottwald & Sprinkart, 1998; Kerres, 1998 oder Scheuermann, Schwab & Augen-stein, 1998).
Ebenso unzureichend wird "Wissensmanagement" in der einschlägigen pädagogisch-psychologischen Literatur behandelt. "Wissensmanagement" wird dabei als institutionelle und individuelle Kompetenz angesehen, wie Wissen gesammelt, gespeichert, verarbeitet und weitergegeben wird. Derzeit gibt es kein deutschsprachiges Buch, das sich umfassend mit Wissensmanagement im Kontext von Lern- und Ausbildungsformen auseinandersetzt.
High-level Telelernen und Wissensmanagement werden als die zwei wichtigsten Grundpfeiler eines zukünftigen virtuellen Lernens angese-hen. Das vorliegende Buch richtet sich an Verantwortliche im Bil-dungswesen, Erziehungswissenschafter, Psychologen, Informatiker und Praktiker, die gewillt sind, sich den Herausforderungen der Zukunft zu stellen. Das Buch versucht nicht, "Zukunftsverweigerer", wie sie leider oft auf allen Ebenen von behäbigen Bildungs- und Ausbildungssyste-men zu finden sind, zu bekehren (vgl. Berth, 1999).
Ziel dieses Buches ist es vielmehr, einen differenzierten, sachorientier-ten und kritisch-konstruktiven Diskurs darüber anzuregen, wie techno-logiegestützte Bildungsprozesse der unmittelbaren Zukunft aussehen können. Es werden keine Heilslehren oder wüsten Zukunftsvisionen un-reflektiert verbreitet, sondern qualitativ hochwertige technische und pä-dagogische Möglichkeiten aufgezeigt und kritisch bewertet (vgl. Morath, 1998). Es werden auch keine fertigen Lösungen präsentiert, sondern höchstens Suchräume abgesteckt, die es von interessierten Personen zu bearbeiten gilt.
Das Buch ist als Einführung in fortgeschrittene Wege und Verfahren virtueller Ausbildung gedacht. Einige der enthaltenen Vorschläge, z.B. über die emotionale Gestaltung von virtuellen Lernumgebungen, könn-ten aber auch in herkömmlicher, nicht virtueller Aus- und Weiterbildung Platz finden.
This chapter is a synthesis on the role of competency models in smart learning environments. A formal definition of competency, integrating the notions of skill/attitudes, knowledge, and performance, provides a foundation for the discussion. Concrete examples and tools will illustrate the role of competencies to help personalize learning scenarios, a central goal for smart learning environments. Competency as an input to and as an outcome of the learning process will be integrated in a learning design methodology, including user models and e-portfolios. A method for comparing competency will serve in the definition of assistance agents or recommenders. Finally, a number of research challenges will be identified.
Today's education is faced by new challenges and yet new innovations. The key area where innovations are introduced lies on instructional methodology. It becomes necessary for the educators to incorporate new trends and methodologies in instructional methodology. One such aspect that came into existence is intelligent tutorial system. In this chapter, Firstly, the appearance of the ITS notion and related literature review will be handled. After then general architecture of Intelligent Tutoring Systems will be presented and information about improvements on ITS will be given up to now. And also best ITS practices will be mentioned, too. In this sense, ZOSMAT - a detailed sample application - will be explained as a demonstration of how an ITS is designed. ZOSMAT can be used for the purpose of either individual learning or real classroom environment with the guidance of a human tutor during a formal education process. This characteristic of ZOSMAT distinguishes itself from other intelligent tutoring systems (Keles et al., 2009). Finally, challenges and problems in the area of ITS and future of ITS will be discussed.
This thesis is devoted to identify the profile of hypermedia user, then to adapt it according to user's profile. This profile is found by using supervised learning algorithm like SVM. The user model is one of the essential components of adaptive hypermedia. One way to characterize this model is to associate a user to a profile. Web Usage Mining (WUM) identifies this profile from traces. However, these techniques usually operate on large mass of data. In the case when not enough data are available, we propose to use the structure and the content of the hypermedia. Hence, we used supervised kernel learning algorithms for which we have defined the measure of similarity between traces based on a "distance" between documents of the site. Our approach was validated using synthetic data and then using real data from the traces of Hypergéo users, Hypergéo is an encyclopedic website specialized in geography. Our results were compared with those obtained using a techniques of WUM(the algorithm of characteristic patterns). Finally, our proposals to identify the profiles a posteriori led usto highlight five profiles. Hypergéo users are classified according to their interests when the "semantic distance" between documents is applied.
Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 1.1
In this paper we formalize the representation and management of fuzzy hypermedia, linguistic resource and psycho-cognitive profile of the user by describing a consistent fuzzy-based approach to user profiling. Our model uses a correspondence between the content of information in the hypermedia domain and representation of the users. The stereotype users and the real users are represented by type-2 fuzzy sets. The domain of the latter is the set of nodes of the hypertext whereas the range are the terms of a t-uple of linguistic variables used in the definition of the users’s features. Keeping in mind the initial representation of the user, the current state and the choices done by him/her during the navigation in the hypermedia, the user model dynamically updates the representation of the real users, realizing full adaptivity with respect both to the presentation and to the navigation. The adaptivity function is constructed by means of a commutative monoid, whose support set is just the set of stereotypes.
Personalized learning pathways have been advocated by didactic experts to overcome the problem of disorientation and information overload in technology enhanced learning (TEL). They are not only relevant for providing user-adaptive navigational support, but can also be used for composing learning objects into new personalized courses (sequencing and assembly).
In this paper we investigate, how Semantic Web technologies can effectively support these tasks, based on a proper representation of learning objects and courses according to didactic requirements. We claim that both eLearning tasks, adaptive navigation and course assembly, call for a representational model that can capture the syntax and semantics of learning pathways adequately. In particular: (1) a new type of navigation that takes into account ordering information and the hierarchical structure of an eLearning course complemented with adaptive constraints; (2) closely tied to it, a semantic layer to guarantee interoperability and validation of the correctness of the learning pathway descriptions. We investigate to what extend Semantic Web Languages like RDF/S and OWL are expressive enough to handle different aspects of learning pathways. While both share a structural similarity with DAGs, only OWL ontologies - formally underpinned by description logics (DLs) - are expressive enough to validate the correctness of the data and infer semantically related learning resources on the pathway.
For tasks that are more related to the syntax of learning pathways, in particular navigation similar to a guided tour, we test the time efficiency on various synthetic OWL ontologies using the HermiT reasoner. Experimental results show that the course structure and the density of the knowledge graph impact on the performance. We claim that in a dynamically changing environment, where the computation of reachability of a vertex is computed on demand at run-time, OWL-based reasoning does not scale up well. Using a real-world case study from the eLearning domain, we compare an OWL 2 DL implementation with an equivalent
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