| Orden | Autores | Nombre Artículo | Resumen |
| AJHOU00 | rachida ajhoun,
m. amine benkiran | a framework for adaptative and cooperative learning for the internet: smart learning | the goal of smart-learning is to develop a telelearning system where learners are able to follow courses at their own pace and access only those elements of the course that relate to them. production is based on intelligent hypertexts (e.g., xml). these hypertexts, which allow diffusion of the courses on
the internet, introduce simplicity for adapting the course to the learner. the power of our system is the use of widely available tools. this availability will guarantee a large opening and a larger audience. in this proposal, we will highlight the principal needs for carrying out an adaptative training program as
well as adequate tools for development. over the last several years, the field of telecommunication and multimedia data processing have seen visible progress.
because researchers in the field of telelearning have exploited these new technologies, it is possible to improve teaching methods in order to satisfy the needs of users of this kind of application. smart-learning, or system for multimedia adaptative and cooperative telelearning, is a project at
the réseaux informatiques et multimédia (rim) research unit at emi. the fundamental goal of this project is to develop a virtual university based on the asynchronous mode without excluding synchronous sessions. indeed, the asynchronous mode is famous for its great ability to provide courses without
temporal constraints, whereas the synchronous mode allows a better open debate in real time. in addition, the fundamental goal is adapting courses to the learner according to teaching requirements and learner capacities.
in the smart-learning system, the learners are at the center of the design process. the main pedagogical characteristics of our approach are summarized by the following points [1]:
1 independence: with respect to the hardware and software, users should not be forced to deal with a specific platform in their process of learning.
2 facilitating: learning environments that do not directly facilitate learning may neverthelesssupport it.
3 communication: communication among the various participants in the application (e.g., learner, teacher) is a fundamental aspect in the educational system.
4 adaptative: learning theories are based on assumptions about what knowledge is and how people learn. in the constructivism [2] theory, which we adopt, learning is the process by which accessed information is transformed into personal and individualistic knowledge.
5 cooperative: learning is a process that emphasizes active participation within groups of learners and with the teacher(s). learners develop their knowledge while sharing ideas and reflecting and interacting in learning groups.
6 administration: administration of the users (e.g., learners, teachers) and the application management, such as security and information confidentiality.
this paper is organized in two sections. the first section presents the design and the different components of our architecture. the second section is reserved for the techniques and methods for the adaptative aspect of the courses. |
| ALAT01 | toni alatalo, janne peräaho | a modelling method for designing adaptive hypermedia | this position paper presents a novel method for modelling adaptivity in hypermedia design specifications.
the method is based on an approach for designing adaptive hypermedia that integrates adaptivity in the structure of the system, recognizing some objects as adaptors and developing heuristics based on what the content and functionality may adapt. the heuristics are captured in so-called shadows that may hide the
potentially complex underlying algorithms from the designer. the method is intended to complement existing methodologies, such as oohdm, which currently lack means for visualizing adaptivity aspects.
an user-modelling centric example is presented, accompanied by an implementation on-line for the interested to try. current limitations and directions for future work on the method are recognized. |
| ARDI01 | liliana ardissono,
luca console,
ilaria torre | an adaptive system for the personalized access to news | personalization is one of the keys for the success of web services. in this paper we present sean (server for adaptive news), an adaptive system for the personalized access to news servers on the www. the aims of the system are (i) to select the sections (topics) and news in the server that are most relevant for each user, (ii) to customize the detail level of each news item to the user’s characteristics and (iii) to select the advertisements that are most appropriate for each page and user. in the paper we discuss the functionalities of the system and we present the choices we made in its design. in particular, we focus on the techniques we adopted for structuring the news archive, for creating and maintaining the user model and for generating the personalized hypertext for browsing the news server. |
| BAIL00 | christopher bailey,
wendy hall, | an agent-based approach to adaptive hypermedia using a link service | this paper describes an approach to adaptive hypermedia by incorporating linkbases into an agent-based system (paads). the agents are built on top of an agent framework developed at southampton university. personal
agents keep a local user model and provide adaptive navigation support. this is accomplished by extracting keywords found in the user model and through the user’s browsing history, and by then replacing occurrences of those words with url’s supplied by a linkbase agent. a third agent provides the ability to query these user models through a web browser. |
| BOTI99 | j.g. boticario, e. gaudioso | a multiagent architecture for a web-based adaptive educational system | the widespread use of the web in distance learning, the particular nature of the distance learning student and the dispersion of the relevant information sources increase the importance of developing interactive systems, which adapt to the information and communication needs of each student. we have developed a multiagent decision system which adapts to the user's needs. to best accomplish this, we have chosen heterogeneous agents which combine the solutions learned with different bias corresponding to different machine learning methods (c5.0, naive bayes, progol, backpropagation, tilde and autoclass). introduction in order to solve the problems characteristic of distance |
| BRUS01 | peter brusilovsky | adaptive hypermedia | adaptive hypermedia is a relatively new direction of research on the crossroads of hypermedia and user modeling. adaptive hypermedia systems build a model of the goals, preferences and knowledge of each individual user, and use this model throughout the interactionwith the user, in order to adapt to the needs of that user.the goal of this paper is to present the state of the art in adaptive hypermedia at the eve of the year 2000, and to highlight some prospects for the future. this paper attempts to serve both the newcomers and the experts in the area of adaptive hypermedia by building on an earlier comprehensive review (brusilovsky, 1996;brusilovsky, 1998). |
| BRUS02 | peter brusilovsky,
david w. cooper | domain, task, and user models for an adaptive hypermedia performance support system | electronic performance support systems (epss) is a challenging application area for developing intelligent interfaces. some possible scenarios for using domain, task, and user models for adaptive performance support were explored in the context of the adaptive diagnostics and personalized technical support (adapts) project. adapts provides an intelligent, adaptive epss for maintaining complex equipment. |
| BRUS95 | peter brusilovsky | visual annotation of links in adaptive hypermedia | visual annotation of links is a new technique for adaptive navigation support in adaptive educational hypermedia. this paper explains briefly this technique and reports preliminary experimental results of its evaluation. the results show that adaptive visual annotation is helpful and can reduce user floundering in
hyperspace. |
| BRUS96 | peter brusilovsky | methods and techniques of adaptive hypermedia | adaptive hypermedia is a new direction of research within the area of adaptive
and user model-based interfaces. adaptive hypermedia (ah) systems build a
model of the individual user and apply it for adaptation to that user, for example,
to adapt the content of a hypermedia page to the user's knowledge and goals, or to suggest the most relevant links to follow. ah systems are used now in several application areas where the hyperspace is reasonably large and where a hypermedia application is expected to be used by individuals with different goals, knowledge and backgrounds. this paper is a review of existing work on adaptive hypermedia. the paper is centered around a set of identified methods and techniques of ah. it introduces several dimensions of classification of ah systems, methods and techniques and describes the most important of them. |
| BRUS98 | peter brusilovsky,
john eklundb,
elmar schwarzc | web-based education for all: a tool for development adaptive courseware | many web-based educational applications are expected to be used by very different groups of users without the assistance of a human teacher. accordingly there is a need for systems which can adapt to users with very different backgrounds, prior knowledge of the subject and learning goals.
an electronic textbook is one of the most prominent varieties of web-based educational systems. in this paper we describe an approach for developing adaptive electronic textbooks and present interbook an authoring tool based on this approach which simplifies the development of adaptive electronic textbooks on the web. |
| BRUS98A | peter brusilovsky | adaptive navigation support: a component for information exploration interfaces | adaptive navigation support is an important class of adaptation in adaptive hypermedia which is a new direction of research within the area of adaptive and user-model based interfaces. the goal of adaptive
navigation support (ans) techniques is to help users find an appropriate path in the learning and information space by adapting link presentation to the goals, knowledge, and other characteristics of an individual user. this paper briefly reviews several methods of adaptive navigation support and describes our work in this direction. we suggest some reasonably simple but effective ans methods: history-based, knowledge-based and prerequisitebased
adaptive annotation. we refer to two developing web-based educational systems, interbook and elm-art to demonstrate the manner in which these key methods could be incorporated into a web-based educational system and to provide a working example of ans methodology. |
| BRUS98B | peter brusilovsky | adaptive educational systems on the world-wide-web: a review of available technologies | this paper provides a short review and a state of the art report on web-based
adaptive educational systems. the systems are analyzed according to applied adaptation technologies. |
| CONA00 | Cristina Conati | adaptive support for coaching meta-cognitive skills | We describe a computational framework designed to
provide adaptive support to learning from examples by
coaching the meta-cognitive skill known as self-explanation
- generating explanations to oneself to clarify an example
solution. The framework includes an interface to scaffold
self-explanation, a probabilistic student model and a
coaching component. The probabilistic student model
allows the coach to change the interface scaffolding in order
to improve the student’s studying behavior. We discuss how
the types of tailoring and scaffolding that the framework
enables can be extended to generate more adaptive support
to effectively learning from examples.
These studies also show that most students do not
spontaneously self-explain. However, students start selfexplaining
when they are guided to do so (Bielaczyc,
Pirolli et al. 1995; Renkl, Stark et al. 1998). |
| CHIN00 | david n. chin | empirical evaluation of user models and user-adapted systems | empirical evaluations are needed to determine which users are helped or hindered by user-adapted interaction in user modeling systems. a review of past umuai articles reveals insuficient empirical evaluations, but an encouraging upward trend. rules of thumb for experimental design, useful tests for covariates, and common threats to experimental validity are presented. reporting standards including effect size and power are proposed. |
| DASILVA97 | d. pilar da silva,
r. van durm,
e. duval,
h. olivié | a simple model for adaptive courseware navigation | this paper presents ongoing research and development on creating adaptive background material for a last year university course on 'multimedia modeling and programming', hereafter called the course. the course is organized around concepts, which are explained by documents. documents and hypermedia links are stored in a database. concepts are linked to
documents and to other concepts. each document has an associated level of difficulty. the student is guided towards appropriate documents based on information about his knowledge of each concept. |
| DASILVA98 | denise pilar da silva,
rafaël van durm,
erik duval,
henk olivié | adaptive navigational facilities in educational hypermedia | hypermedia users with different goals and knowledge may be interested in different pieces of information and may use different links for navigation. irrelevant information and links overload their working memories and screen [1]. in order to overcome this problem, it is possible to use information represented in a user model and then adapt the content and/or the links to be presented to that user. adaptive hypermedia systems build such a model with the goal of
personalizing hypermedia.
adaptation can be done either at content level (adaptive presentation), or at link level (adaptive navigation). in this paper, we focus on adaptive navigation support. more specifically, we want to reduce the cognitive overload in order
to facilitate learning.
in the following sections, we present our system, called
ahm, which consists of three main parts: the domain model, the user model, and the adaptive engine. then we come to our conclusions and present the main open issues in this research.
|
| DASILVA98A | denise pilar da silva,
rafaël van durm,
erik duval,
henk olivié | concepts and documents for adaptive educational hypermedia: a model and a prototype | in this paper we describe our approach to develop adaptive hypermedia
courseware and a prototype implementation. we applied the approach on a few topics of a university course on 'multimedia modeling and programming'. the fundamental structure of the domain is based on concepts, which are explained by documents. all information is stored in a database. concepts are linked to documents and to other concepts through typed and weighted links. each document has an associated level of difficulty. the student is guided
towards appropriate documents based on information about his knowledge of each concept. |
| DEBRA00 | paul de bra, ad aerts, geert-jan houben, hongjing wu | making general-purpose adaptive hypermediawork | adaptive hypermedia systems (ahs) have typically been geared towards one specific application or application area, in most cases related to education. the aha (adaptive hypermedia architecture) system is a web-based adaptive hypermedia system specifically intended to serve many different purposes. as such aha must be able to perform adaptation that is based on
the user's browsing actions, regardless of the interpretation of browsing as learning. a generalpurpose adaptive hypermedia system must be able to handle cycles in adaptation rules and non monotonic user model updates. (an educational system in which a user's knowledge about a hierarchical concept structure can only increase is much simpler.) this paper describes how aha
handles these aspects and indicates how other adaptive hypermedia systems may be turned into more general-purpose tools as well. |
| DEBRA01 | paul de bra,
jan-peter ruiter | aha! adaptive hypermedia for all | there are roughly two types of (web-based or other) adaptive hypermedia systems (ahs): special-purpose systems, geared towards one specific application or application area, and general-purpose systems, designed with different applications in mind. most existing systems are special-purpose, with a majority aiming at educational applications. previous developments on the
aha system (de bra & calvi, 1998) and the aham model (de bra et al, 1999) have shown that general-purpose ahs can be designed and implemented, but also that such systems tend to be too complicated for non-technical authors. this paper describes the third generation aha, called adaptive hypermedia for all, which is being developed as an open source project sponsored by the
nlnet foundation. aha aims at bringing adaptivity to all kinds of web-based applications, through a simple but powerful adaptive engine. in this paper we focus on the authoring interface for creating the conceptual structure of an adaptive application. but we also briefly describe how the aha system can be used for some typical constructs found in (adaptive) web-based applications. |
| DEBRA02A | paul de bra, natalia stash | aha! adaptive hypermedia for all | websites that show the same information to all visitors, often also presented in
the same way, are no longer considered acceptable. creating a website with specific
information for different user groups (or even individual users) is cumbersome and leads to
a lot of redundancy. aha! is a simple server-side extension that enables information
providers to add automatic personalization, or adaptation, to a website, thereby eliminating
redundant and potentially inconsistent information. |
| DEBRA02B | paul de bra, natalia stash | aha! a general-purpose tool for adaptive websites | many organizations having websites acknowledge the need for personalization. the selection and presentation of information is based on a user model. this paper briefly presents aha! (for adaptive hypermedia architecture), a general-purpose server-side tool to make websites adaptive, meaning that the personalization is performed automatically, based on the pages visited by the user. aha! was first created as a simple tool for adaptive on-line courses [4] but is now being turned into a powerful general-purpose tool thanks to a grant from the nlnet foundation. information about aha!, including an adaptive tutorial, can be found on the aha! website http://aha.win.tue.nl/. |
| DEBRA98 | paul de bra,
licia calvi | aha: a generic adaptive hypermedia system | since early 1994 the course ``2l670: hypermedia structures and systems'' has
been available through the web. it is currently part of the curriculum for computing science and related fields at six universities in the netherlands and belgium, and occasionally offered to students from other institutes as well. the software used to deliver this course over the web has evolved from a static hyperdocument to a versatile adaptive hypermedia system that can be used for many purposes. we call the system aha, which stands for adaptive hypermedia architecture. |
| DEBRA99 | paul de bra,
peter brusilovsky,
geert-jan houben | adaptive hypermedia: from systems to framework | the navigational freedom in conventional hypermedia applications leads to
comprehension and orientation problems [nielsen 1990]. adaptive hypermedia attempts to overcome these problems by adapting the presentation of information and the overall link structure, based on a user model. this paper introduces a framework for adaptive hypermedia systems (ahs). it briefly describes some popular methods and techniques for adaptation.
examples and evaluations of existing ahs are used to illustrate the potential benefits of using adaptation in hypermedia applications. |
| DEBRA99A | paul de bra, geert-jan houben, hongjing wu | aham: a dexter-based reference model for adaptive hypermedia | hypermedia applications offer users the impression that there are many meaningful ways to navigate through a large body of information nodes. this rich link structure not only creates orientation problems, it may also be a source of comprehension problems when users follow paths through the information
which the author did not foresee. adaptive techniques have been used by a number of researchers [1, 2, 4, 5, 6, 7, 8, 9, 10, 17, 19, 20, 22] in an attempt to offer guidance through and orientation support for rich link structures. the
majority of these adaptive hypermedia systems (ahs) have been used in educational applications. the terminology used in this paper also has an educational "flavor". however, there are some adaptive on-line information systems (or "kiosk"- systems), adaptive information retrieval systems, and other adaptive hypermedia applications. |
| EKLU98 | john eklund,
peter brusilovsky | the value of adaptivity in hypermedia learning environments: a short review of empirical evidence | adaptivity is a particular functionality of hypermedia that may be applied through a variety of methods in computer-based learning environments used in educational settings, such as the flexible delivery of courses through web-based instruction. adaptive link annotation is a specific adaptive hypermedia technology whose aim is to help users find an appropriate path in
a learning and information space by adapting link presentation to the goals, knowledge, and other characteristics of an individual user. to date, empirical studies in this area are limited but generally recognised by the adaptive hypertext and hypermedia research community as critically important to validate existing approaches. the purpose of this paper is two fold: to
briefly report the results of an experiment to determine the effectiveness of adaptive link annotation in educational hypermedia (fully described in brusilovsky & eklund, 1998), and to situate the study within a summarised survey of the literature of adaptive educational hypermedia systems and the empirical studies that have been undertaken to evaluate them. |
| EKLU99 | john eklund,
peter brusilovsky | interbook: an adaptive tutoring system | most computer mediated communication (cmc) tools rely heavily on a human teacher to individualise the lesson through personal email or phone contact between instructor and student. the content is almost always static. however, many web-based educational applications are expected to be used by very different groups of users with minimal assistance from a human teacher, and hence there is a need for systems which can themselves adapt to learners with very different backgrounds, prior knowledge and learning goals. an electronic
textbook is one of the most promising varieties of web-based educational systems, and is appropriate for the delivery of structured textbook-style content. in this paper we describe an approach for developing adaptive electronic textbooks through interbook, an authoring tool based on this approach which simplifies the development of adaptive electronic textbooks on the web. |
| ESPI96 | fredrik espinoza,
kristina hook | a www interface to an adaptive hypermedia system | we tackle information overflow in an industrially produced on-line manual consisting of more than 500 documents of 5 to 20 pages of text and pictures. the manual is reorganized as an adaptive and highly interactive multi-modal hypertext system. a prototype implementation has been developed with a knowledge base in prolog and an interface using www and java.
in order to make the interface interactive we stretch the limits of html and the www. we generate an answer page consisting of graphs and text which the user is allowed to manipulate. the users can navigate in the information space by clicking in the graphs or by posing questions via menus. they can manipulate the answer generated by the system by closing or opening parts of the text. they can also pose follow-up questions on 'hot-words' in the text.
the choice of what information is made available is based on the users information seeking task, which we infer from their interaction with the system. the user can also actively change the assumed task, and thereby
control the adaptive behavior of the system. we stress the point that it is the combination of the multi-modal interface with adaptive information filtering
that meets the individual users needs. rather than abstracting the adaptive behavior as an interface agent, we present the adaptivity in domain dependent terms integrated with the whole interface.
our realization of the system is through a knowledge representation implemented in sicstus prolog objects.
the prolog program will run as a process in the background and serve the remote netscape clients. the interface is realized using dynamically generated html-pages, and graphs which are generated at the site of
the netscape client using a transferred java applet. we have evaluated the interface in our prototype with thirteen users as a part of bootstrapping the adaptivity. their reactions were positive. they did not have any problems with distinguishing between different kinds of links available in our web-pages. they found the outlined adaptive scenario realistic. |
| FINK99 | josef fink, alfred kobsa,
andreas nill | adaptable and adaptive information provision for all users, including disabled and elderly people | due to the tremendously increasing popularity of the world-wide web,
hypermedia is going to be the leading online information medium for some years to come and will most likely become the standard gateway for citizens to the information highway.
already today, visitors of web sites are generally heterogeneous and have different needs, and this is likely to increase in the future. the aim of the avanti project is to cater hypermedia information to these individual needs by adapting the content and the presentation of web pages to each individual user. the special needs of elderly and disabled users are also partly considered. a model of the characteristics of user groups, individual users and sage environments, and a domain model are exploited in the adaptation process. one aim of this research is to verify that adaptation and user modeling techniques that were hitherto mostly used for catering interactive software systems to able-bodied users also prove useful for adaptation to users with special needs. another original aspect is the development of a network-wide user modeling server that can concurrently accommodate the user modeling
needs of several applications and several instances of an application within a distributed computing environment. |
| FURU02 | nobuko furugori,
hirotaka sato,
hiroaki ogata,
yoji ochi,
yoneo yano | coale: collaborative and adaptive learning environment | this paper proposes a new adaptive wbt (web based training) environment for collaborative learning named coale: collaborative and adaptive learning environment. coale is an integrated environment of collaborative learning into individual learning based wbt with active personalized awareness provider. we propose a personalized active recommendation system, which gives proper awareness at right timing for each learner in order to support dynamic course organization aimed at effective and efficient learning. the recommendations are generated based on learners' dynamic learning activities. the prototype system for our environment was developed using
object oriented database system, java serve let, and web server system. experimental learning session was performed at a university class for the evaluation. results show the effectiveness of our proposed environments. |
| GILB99 | j. e. gilbert, c. y. han | adapting instruction in search of a significant difference | the theory of learning styles states that people have different approaches to learning and studying [7, 8]. given a specific instruction method or environment, some people will learn more effectively than others due to their individual learning style and the grade dis-tribution of the learning would be bell-shaped, with the majority of the learners appearing in the middle of the distribution curve. several studies show that there is ‘no significant difference’ when technology is applied to instruction [6, 10, 12, 15, 20, 23, 25], since either in traditional classrooms or in any of the technological environments, there is only
one form of instruction, and usually from one source, yielding the familiar bell shaped grade distribution. this explains the ‘no significant difference’ results and indicates that another instruction method needs to be investigated. an approach to achieve ‘a signifi-cant difference’ is to provide several different instruction methods. this paper describes arthur, which is a web-based instruction system that provides adaptive instruction to achieve ‘a significant difference’. |
| HENZ00 | nicola henze | adaptive hyperbooks: adaptation for project-based learning resources (tesis) | recently, hypermedia systems have become more and more popular as tools for user driven access to information. adaptive hypermedia systems bring together ideas from hypermedia systems and intelligent tutoring systems, and enable personalized access to information. the kbs hyperbook system is a framework for modeling, organizing and maintaining such adaptive hypermedia systems.
this thesis describes the concept and realization of the adaptation component of the kbs hyperbook system. the adaptation component guides the student through the information space by showing next reasonable learning steps, by selecting projects, generating and proposing reading sequences, annotating the educational state of information, and by selecting useful information, based on a user's actual goal and knowledge.
learning with hypermedia systems usually takes place in distance learning scenarios. to enable active learning, the kbs hyperbook system follows a constructivist pedagogic approach, building on project-based learning, group work, and discussion. a special focus of the adaptation component is therefore the support of project-based learning and the integration of projects in the curriculum of the user's work with the hyperbook.
the adaptation component uses an indexing concept for describing the content of the various information resources. this indexing concept is also taken as a base for constructing a model of the application domain.
a bayesian inference mechanism calculates estimations about the user's knowledge on top of this domain model.
with the aid of the described adaptation component, intelligent user support can be enabled in hypermedia systems. furthermore, the system can serve as a development and experimentation framework for further research in the kbs hyperbook system, and in the area of educational and adaptive hypermedia systems. |
| HENZ01 | nicola henze | open adaptive hypermedia: an approach to adaptive information presentation on the web | in this paper we will propose our adaptive hyperbook approach for building open, adaptive hypermedia systems. we will describe the underlying document indexing approach which facilitates the adaptation.
the indexing approach is minimal in the sense that it requires only a content description (keywords) of a document. the user modeling component is capable of generating reading sequences, retrieve and annotate documents, choosing suitable examples, etc. on base of this content description by using an knowledge model (incorporated as a bayesian network) of the application domain. |
| HOOK98 | kristina höök | evaluating the utility and usability of an adaptive hypermedia system | we have evaluated an adaptive hypermedia system, named push, and compared it to a non-adaptive variant of the same system. the push system either infers users’ information-seeking tasks from their actions at the interface, or the users can set the task themselves. based on the information-seeking task, the system chooses what to show and what to hide in a page using a stretchtext1 technique. the purpose is to avoid information overload.
we studied how successful the subjects were in retrieving the most relevant information, and found that the subjects’ solutions were influenced by the choice made by the adaptive system. we also studied how much the adaptivity reduced the amount of actions needed, and found that subjects made substantially fewer actions in the adaptive case. a third measurement was the subjects subjective preferences for the adaptive or the non-adaptive system, were we found that the subjects clearly preferred the adaptive system. it seems as if it requires less decisions on behalf of the subject, thereby reducing their cognitive load. we also discuss the general problem of evaluating adaptive systems. |
| HOOK99 | kristina hook,
martin svensson | evaluating adaptive navigation support | lost in hyperspace is a feeling that is familiar to almost anyone using a computer. after a few actions, we do not know where we are, how we got there, or what our original goal was. adaptive navigation systems has been proposed
as a means to aid users in finding their way through information spaces. several systems have been designed that adapts the navigation to users’ knowledge (e.g 11), to users’ preferences and goals (9), to users’ tasks (8), or to users’ spatial ability (1,6). the hope is that if user characteristics are considered the cognitive workload can be reduced, or users’ learning may be improved, etc., but will they?
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| HOTHI98 | jatinder hothi,
wendy hall | an evaluation of adapted hypermedia techniques using static user modelling | adaptive hypermedia has the potential to break through traditional educational
barriers by allowing the tailoring of applications to specific user needs and requirements, to do this effectively the application must hold a model of the user. in this paper we present an empirical evaluation which was carried out to investigate various techniques in adapted hypermedia in education by comparing; adapted presentation, adapted navigation with a non
adapted control hypermedia application. this experiment was also used to verify a static model (derived from the sad static and dynamic) user model which was the result of initial analysis from a research project undertaken at southampton university. initial results from the evaluation look promising, with a shift in attitude of subjects towards the acceptance of adaptation in hypermedia applications with a high percentage of users preferring the adapted presentation application. |
| JAME98 | anthony jameson | what can the rest of us learn from research on adaptive hypermedia - and vice-versa? | comments by anthony jameson on the book adaptive hypertext and hypermedia, edited by peter brusilovsky, alfred kobsa, and julita vassileva (dordrecht: kluwer, 1998). |
| JAME99 | anthony jameson | user adaptive systems:an integrative overview | este es un tutorial que incluye los siguientes tópicos:
1. introduction
2. functions of adaptation
3. properties modeled
4. types of input
5. inference techniques
6. empirical foundations
7. concluding remarks |
| KARA01 | charalampos karagiannidis,
demetrios sampson,
fabrizio cardinali | integrating adaptive educational content into different courses and curricula | this paper addresses the problem of automatically integrating adaptive content into different courses and curricula, thus exploiting the potential of the internet in education. the paper focuses on the work of the ist kod knowledge on demand european project in this context, for developing adaptive content
in an interoperable and interchangeable format, so that it can be easily transferred across different internet-based personalised learning applications and services. |
| MACI00 | j. a. macías ,
p. castells | diseño interactivo de cursos adaptativos | la capacidad de las aplicaciones educativas para adaptarse al estudiante es una cualidad perseguida desde hace tiempo en el campo de la enseñanza asistida por ordenador. la dificultad que entraña la elaboración de este tipo de productos, y la ausencia de herramientas adecuadas que faciliten esta labor, obstaculizan la participación de instructores y docentes en la elaboración del material. en este artículo presentamos una herramienta de autor, atlas, cuyo objetivo es conciliar potencia y facilidad de uso en el diseño de cursos web adaptativos. atlas permite la construcción totalmente interactiva de cursos que se adaptan automáticamente a las características del alumno y su comportamiento durante la realización del curso. el diseñador interactúa con la herramienta mediante un lenguaje visual intuitivo basado en la manipulación directa de los elementos implicados en el curso, de forma que la herramienta realiza la transición entre la forma de entender el curso por parte de un profesor, y el modelo de representación del sistema subyacente. |
| MACI01 | josé a. macías,
pablo castells | a generic presentation modeling system for adaptive web-based instructional applications | we propose a generic presentation system for adaptive educational hypermedia that is highly independent from domain knowledge representation and application state management. generality is achieved by providing a framework for the definition of ontologies that best fit specific domains and/or authors. presentations are described in terms of ontology object classes and relations. an explicit presentation model, separate from course contents, is used to provide course designers with extensive control over the generation of all aspects of presentation, at a moderate development cost.
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| MULL99 | d. j. mullier,
d. j. hobbs,
d. j. moore | a hybrid semantic/connectionist approach to adaptivity in educational hypermedia systems | described within this paper is an adaptive hypermedia system (ahs) that utilises symbolic ai and connectionist ai to provide generic student modelling. the needs for generic tutoring systems are discussed, in terms of a system that is applicable to a multitude of teaching domains, whilst maintaining diagnostic facilities of the student. the hypermedia architecture is based on a semantic-network allowing the use of automatic reasoning to produce weighted links. a type of student model is employed to record information about the student so that the weighted links can be tailored for the student's interests. a neural network is used to grade the student into an ability level based upon their interactions with tutorials. a further neural network is used to recognise the movements students make as they browse the hypermedia and link it to tasks and abilities. this offers the potential to extract information about the student without direct dialogues. |
| MURR00 | tom murray,
chris condit,
janette piemonte,
tina shen,
samia khan | evaluating the need for intelligence in an adaptive hypermedia system | the goal of the metalinks project is to provide a framework and authoring tools for the creation of adaptive hypermedia documents (hyper-books) that support the user's exploration of richly interconnected material. both the potential benefits and the known difficulties with hyper-books have lead researchers to implement a number of adaptive and intelligent software features (conklin 1987;
brusilovsky 1998). however, empirical evidence informing the design of such software is sparse (eklund & brusilovsky 1998; dillon & gabbard 1998), leaving open the question of how much additional effectiveness results from a given infusion of technological power (which adds significantly to the development cost and complexity of the software). after sketching out preliminary designs for a number of advanced or intelligent software features, our approach was to implement a less sophisticated version of the software and evaluate it for evidence that students would benefit from the more advanced features.
a hyper-book is a hypermedia document, such as an educational web-site or cd-rom, that contains a coherent body of subject matter organized and written for educational purposes. a number of potential benefits and problems have been identified in the shift from traditional to electronic books, all stemming from the ability to link (or "jump") from one "location" to another. hyper-books can be authored to contain alternative structures, content, and navigation paths that emphasize different goals, skill levels, or perspectives (furguson et al. 1992; spiro & jeng 1990) . potential problems with hyper-books include the following. first is the problem of how the system can best support the new capabilities, since users may become overwhelmed with the options or fail to understand their significance or effect. second, the ability to jump around in the information space can result in disorientation as to where one is located or has been. third, navigational jumps can interrupt the narrative and conceptual flow of the material, so that its reading can be disjointed or confusing. traditional hyper-books address the above issues in the design of their fixed structure and navigation tools. more advanced hyper-books are adaptive and/or provide explicit guidance to the learner. adaptive hypermedia documents are composed "on the fly," so that the content, style, and/or sequencing of the pages is customized to the needs of the particular learner and situation (brusilovsky et al. 1996; vassileva 1994; de bra and calvi 1998). even more sophisticated (or intelligent) systems provide guidance or feedback regarding the learner's progress or planned learning trajectory. our software development plan has been to create a "non-intelligent," minimally adaptive framework, and then add more sophisticated features based on the needs of users as measured in formative evaluations. though the current version of metalinks is minimally adaptive, it does include a number of innovative features (described later) and it is actually quite sophisticated when compared to aditional hypermedia. we have used the metalinks framework to author a web based hyper-book called tectonica interactive in the domain of introductory geology. tectonica interactive, with approximately 400 pages and 500 graphics, has undergone three rounds of formative evaluation. we will describe the second round in this paper. in the remainder of this paper we will describe the options we considered for adding more sophistication to the system. then we will describe the version of the software as it is currently implemented. then we will describe a formative evaluation study designed to inform further development of the system. finally we will describe the results, which indicate that well designed interface features and non-intelligent tools seem to satisfy many of the user needs that we expected we would have to address by adding intelligent software components. |
| OPPE97 | reinhard oppermann,
rossen rashev,
kinshuk | adaptability and adaptivity in learning systems | a good learning system may need to provide a protected learning environment (by restrictions or by warnings) to facilitate efficient learning to the students. from the human-computer interaction point of view a careful examination is necessary of how to adapt the learning environment to the learner’s
goal and capability in such protected situations. this paper discusses the applicability of adaptability and adaptivity features to fulfil this purpose. the paper also discusses the adaptation needs of learning systems, with particular attention on intelligent learning systems (ils) by their comparative study with office application systems, which have been an important area of research in the field of adaptation facilitation. |
| SIEK00 | jörg siekmann,
christoph benzmüller,
armin fiedler,
andreas franke,
george goguadze,
helmut horacek,
michael kohlhase,
paul libbrecht,
andreas meier,
erica melis,
martin pollet,
volker sorge,
carsten ullrich,
jürgen zimmer | adaptive course generation and presentation | today's interactive mathematics textbooks use a collection of predefined documents, typically organized as a network of pages. this makes a reuse and a sound re-combination of the encoded knowledge impossible
and inhibits a radical adaption of course presentation and content to the user's needs. in order to avoid these drawbacks we have designed a web-based framework for dynamically producing interactive documents for learning mathematics called id. the system design relies on the separation of knowledge representation from system functionalities. salient features of our system are the individual generation of interactive documents based on general domain knowledge, user-specific preferences and the user's knowledge as well as the integration of external problem solving systems. the paper describes the distributed web-based architecture of our system and the principles of its components. |
| SOLL00 | amy soller,
kwang-su cho,
alan lesgold | adaptive support for collaborative learning on the internet | the rapid advance of networking technology has enabled universities and corporate training programs to reach out and educate students who, because of schedule or location constraints, would not otherwise be able to take advantage of many educational opportunities. this new technological capability demands software that can support structured, on-line learning activities; thus we have recently seen the rapid development of computer-supported collaborative learning (cscl) systems (jermann and dillenbourg, 1999; suthers, weiner, connelly, and paolucci, 1995). cscl systems offer web-based software replicas of many of the classic classroom resources and activities. they may provide on-line presentations, lecture
notes, reference material, quizzes, student evaluation scores, and facilities for chat or on-line discussions. successful distance learning programs around the globe have proven almost all of these tools successful. all but one – the support for on-line learning communication. chat tools and bulletin boards enable students to participate in on-line discussions, but provide no guidance or direction to students during or after these learning sessions. students learning via cscl technology need guidance and support on-line, just as students learning in the classroom need support from their instructor (brown and palincsar, 1989). educational environments that embrace intelligent assistance, designed using a sound psychological model of social interaction, free the instructor from having to coach students both on-line and in the classroom. the
epsilon (encouraging positive social interaction while learning on-line) project is an interdisciplinary initiative to develop a smart software agent that can intelligently and adaptively provide sound pedagogical support to students learning collaboratively on-line. in the remainder of this section, we motivate our
research through an example scenario. |
| STEP00 | constantine stephanidis | adaptive techniques for universal access | this paper discusses the contribution of adaptive techniques to universal access in human computer interaction.to this effect, the paper revisits the concept ofuniversalaccess, brief y reviews relevant work on adaptive techniques, and follows their application in efforts to provide accessibility of interactive systems, from the early, product- and environment-level adaptation-based approaches, to more generic solutions oriented towards universal access. finally, the paper highlights some of the research challenges ahead. the normative perspective of the paper is that adaptive techniques in the context of universal access have the potential
to facilitate both accessibility and high quality interaction, for the broadest possible end-user population. this implies the design of systems that undertake context-sensitive processing so as to manifest their functional core in alternative interactive embodiments suitable for different users, usage patterns and contexts of use. such a capability needs to be built into the system from
the early phases of conception and design, and subsequently validated throughout its life cycle. |
| WEBE97 | gerhard weber,
marcus spechth | user modeling and adaptive navigation support in www-based tutoring systems | most learning systems and electronic textbooks accessible via the www up to
now lack the capabilities of individualized help and adapted learning support that are the emergent features of on-site intelligent tutoring systems. this paper discusses the problems of developing interactive and adaptive learning systems on the www. we introduce elm-art ii, an intelligent interactive textbook to support learning programming in lisp. elm-art ii demonstrates how interactivity and adaptivity can be implemented in www-based tutoring systems. the knowledge-based component of the system uses a combination of an overlay model and an episodic user model. it also supports adaptive
navigation as individualized diagnosis and help on problem solving tasks. adaptive navigation support is achieved by annotating links. additionally, the system selects the next best step in the curriculum on demand. results of an empirical study show different effects of these techniques on different types of users during the first lessons of the programming course. |
| WU00A | hongjing wu, geert-jan houben, paul de bra | supporting user adaptation in adaptive hypermedia applications | a hypermedia application offers its users a lot of freedom to navigate through a large hyperspace.
the rich link structure of the hypermedia application can not only cause users to get lost in the hyperspace, but can also lead to comprehension problems because different users may be interested in different pieces of information or a different level of detail or difficulty. adaptive hypermedia systems (or ahs for short) aim at overcoming these problems by providing adaptive navigation support and adaptive content. the adaptation is based on a user model that represents relevant aspects about the user.
at the eindhoven university of technology we developed an ahs, named aha [dc98]. to describe its functionality and that of future adaptive systems we also developed a reference model for the architecture of adaptive hypermedia applications, named aham (for adaptive hypermedia application model)
[dhw99]. in aham knowledge is represented through hierarchies of large composite abstract concepts as well as small atomic ones. aham also divides the different aspects of an ahs into a domain model (dm), a user model (um) and an adaptation model (am). this division provides a clear separation of
concerns when developing an adaptive hypermedia application.
in this paper, we concentrate on the user modeling aspects of aham, but also describe how they relate to the domain model and the adaptation model. also, we provide a separation between the adaptation rules an author or system designer writes (as part of the adaptation model) and the system’s task of executing these rules in the right order. this distinction leads to a simplification of the author’s or system designer’s task to write adaptation rules. we illustrate authoring and adaptation in by some examples in the ahs aha. |
| WU01 | hongjing wu,
paul de bra | sufficient conditions for well-behaved adaptive hypermedia systems | we focus on well-behaved adaptive hypermedia systems, which means the adaptation engine that executes adaptation rules always terminates and produces predictable (confluent) adaptation results. unfortunately termination and confluence are undecidable in general. in this paper we discuss sufficient conditions to help authors to write adaptation rules that satisfy termination and confluence. |
| WU01A | hongjing wu,
erik de kort,
paul de bra | design issues for general-purpose adaptive hypermedia systems | a hypermedia application offers its users much freedom to navigate through a large hyperspace. for authors finding a good compromise between offering navigational freedom and offering guidance is difficult, especially in applications that target a broad audience. adaptive hypermedia (ah)
offers (automatically generated) personalized content and navigation support, so the choice between freedom and guidance can be made on an individual basis. many adaptive hypermedia systems (ahs) are tightly integrated
with one specific application. in this paper we study design issues for general-purpose adaptive hypermedia systems, built according to an application-independent architecture. we use the dexter-based aham reference model for adaptive hypermedia [7] to describe the functionality of such systems at the conceptual level. we concentrate on the architecture and behavior of a general-purpose adaptive engine. such an engine performs adaptation and updates the user model according to a set of adaptation rules specified in an adaptation model. in our study of the behavior of such
a system we concentrate on the issues of termination and confluence, which are important to detect potential problems in an adaptive hypermedia application. we draw parallels with static rule analysis in active database systems [1,2]. by
using common properties of ahs we are able to obtain more precise (less conservative) results for ahs than for active databases in general, especially for the problem of termination. |
| WU02 | hongjing wu, paul de bra | link-independent navigation support in web-based adaptive hypermedia | many websites offer their users a lot of freedom to navigate through a large hyperspace. some sites offer navigation or orientation support in the form of (complete or partial) site maps or guided tours. some sites also use adaptive hypermedia techniques such as link annotation to help users find their way, based on an individual or group user model. in such systems the navigation support is often tied to the existing link structure. in this paper we discuss how websites can also offer adaptive navigation and orientation support like site maps and guided tours that are independent of the underlying link structure of the website. in particular, we show how the aham model, introduced in [5], can represent such adaptive global or local orientation support. to this end we define link-independent navigation support (lins) that provides the user a better understandable navigation environment and a strong connection among pages at different abstraction levels in hyperspace. aham provides a design platform to define all kinds of relationship graphs, called abstract views in this paper. abstract views describe connectivity among concepts independently from the basic link structure of the underlying hyperspace, and lins is based on abstract views. |
| WU99 | hongjing wu, geert-jan houben, paul de bra | authoring support for adaptive hypermedia applications | a hypermedia application offers its users a lot of freedom to navigate through a large hyperspace. the rich link structure of the hypermedia application can not only cause users to get lost in the hyperspace, but can also lead to comprehension problems because users read information in an order not foreseen by the author. adaptive hypermedia systems (or ahs for short) aim at overcoming these problems by providing adaptive navigation support to reduce the orientation problems, and by providing adaptive content to reduce the comprehension problems.
our experience with the ahs aha [dc98] and its predecessors [cd97, dc97] has uncovered some serious authoring problems. other ahs such as elm-art [bsw96a] and (the related) interbook [bsw96b] appear
to suffer from similar problems. as part of the redesign process for aha we have developed a reference model for adaptive hypermedia applications: aham (for adaptive hypermedia application model), which is an extension of the dexter hypermedia reference model [hs90, hs94]. the goal of aham is to describe adaptive hypermedia applications, especially from the point of view of authors designing such applications. aham divides an ahs into domain model (dm), user model (um) and teaching model (tm).
in this paper, we describe the support tools that help authors to create these three parts of an adaptive hypermedia application, and to assure that these parts together form a usable and consistent complete application. |