Dynamic adaptive hypermedia systems for e-learning

International Journal of …, 2010

The domain of traditional hypermedia is revolutionized by the arrival of the concept of adaptation. Currently the domain of Adaptive Hypermedia Systems (AHS) is constantly growing. A major goal of current research is to provide a personalized educational experience that meets the needs specific to each learner (knowledge level, goals, motivation etc...). In this article we have studied the possibility of implementing traditional features of adaptive hypermedia in an open environment, and discussed the standards for describing learning objects and architectural models based on the use of ontologies as a prerequisite for such an adaptation.

Environment

The research interests of the Educational and Language Technology Group are: (i) Adaptive and Intelligent Learning Environments & Distance Learning: artificial and computational intelligence methods in knowledge representation and learner modeling, instructional design, computersupported collaborative learning environments, agent-based architectures, (ii) Educational Software, and (iii) Language Technology. The research group involved in the area of Adaptive Educational Hypermedia Systems includes: Maria Grigoriadou (Head of the group, Associate Prof. Univ. of Athens), and the research assistants, Kyparisia Papanikolaou (PhD and also affiliated with the Univ. of Piraeus), Grammatiki Tsaganou (PhD), Evangelia Gouli (MSc., PhD Candidate), Agoritsa Gogoulou (MSc., PhD Candidate), Stefanos Ziovas (MSc., PhD Candidate). More information on the activities of the group can be found on http://hermes.di.uoa.gr

Advanced Methodologies and Technologies in Modern Education Delivery, 2019

The purpose of adaptive educational hypermedia systems (AEHS) is to provide each learner with learning experiences that have been specially tailored to their specific learning requirements. While the concept of AEHS appears promising, AEHS are very complex systems to design and develop. This chapter reviews a few of the challenges encountered in the design and development of these complex systems and some of the challenges encountered by educators who propose to use AEHS with their students. A number of the skills required by educators to develop positive learning experiences are discussed. In order to successfully use AEHS, educators must decide on what student characteristics to base the adaptive elements of the course. Educators may feel challenged to show the impact that AEHS can have on the learning experience. Educators may have a dilemma in deciding to allow or not to allow (1) student access to their user model and (2) students to edit their user model. Further research is r...

Most approaches to adaptive hypermedia were based around acquiring and representing learner's knowledge. While this is crucial for user modelling in general adaptive hypermedia, it is very limited for e-learning because it does not address the far more fundamental problem which is "learners learn in different ways, different learning styles and different thinking styles". The design of adaptive e-learning hypermedia system (AEHS) in this work is based on quantitative and qualitative research; the adaptive rules are deduced from the results of a psychological and pedagogical questionnaire. Pedagogical activities are the outcome of a series of deductions; the final activity sets are manifested in AEHS. In order to assess the positive effect and validity of adaptation on the basis of learners' thinking and learning styles, this study presents two subsequent experiments. The first experiment explores the relationship of thinking style and pedagogical activities to validate this specific psychological construct in the context of educational hypermedia. The second experiment presents the effect of a set of human factors (thinking style, learning style) in AEHS.

Proceedings of ED-MEDIA, 1995

Fourth International Conference on Information, Communications and Signal Processing, 2003 and the Fourth Pacific Rim Conference on Multimedia. Proceedings of the 2003 Joint, 2003

Adaptive hypermedia system is a result from research on Adaptive hypermedia and User Modeling. This system is divided into different types. There are educational hypermedia, on-line help systems, information retrieval hypermedia, institutional hypermedia, and systems for managing personalized views in information spaces. Adaptive hypermedia systems build model of the goals, preferences and knowledge of each individual user, and use this model throughout the interaction with the user, in order to adapt to the needs of that user. The goal of this paper is to present literature review of Adaptive Educational Hypermedia Systems including the architecture, approaches and techniques involved in building it.

2006

In this paper we focus on adaptive instruction and especially on the educational perspective that should underlie the development of web-based Adaptive Educational Hypermedia (AEH) systems used for Internet-based distance education. A design rational and guidelines are proposed for adaptive instruction in the context of AEH systems, which unify several processes that formulate system's adaptation such as structuring the domain knowledge, developing the content, planning individualised instruction and support, assessment, and learner control opportunities. The main aim of this approach is to incorporate a variety of pedagogical models and learning theories in order to accommodate the diversity needs and perspectives of learners and teachers. Paradigms of the way these guidelines have been implemented mainly in AEH systems, are provided.

Proceedings of Workshop on …, 2004

This paper discusses the advantages of offering adaptive hypermedia functionality in the e-Learning context through adaptive hypermedia services. We think that this option bridges the gap between the complexity of authoring and the ease-of-use necessary for successful adaptive hypermedia. This paper presents an open architecture for adaptive e-Learning that would make these adaptive hypermedia services possible. It briefly describes two adaptive hypermedia services QuizGuide and NavEx that stands between E-Learning portal and re-usable interactive content providing additional value for teachers and students who want to use content through an e-Learning portal. The value added by QuizGuide and NavEx is the ability to provide navigation support for each student without causing overhead for the teacher. Teachers can bypass the time-consuming process of selecting relevant, reusable content for each course lecture while students receive better guidance when e-Learning is adapted to their learning goals and knowledge.

2013 3rd International Symposium ISKO-Maghreb, 2013

Learning style is one of the individual differences that play an important but controversial role in the learning process. On the other hand, previous research suggested that learning styles significantly affect student learning because they refer to how learners process and organize information. To this end, this paper presents an approach to integrate learning styles into adaptive e-learning hypermedia. To achieve the main objectives, a case study was developed. An experimental evaluation was designed to evaluate the new approach of matching learning materials with learning styles and their influence on student's learning achievement.

Adaptive Technologies for Training and Education, 2012

Adaptive hypermedia is a relatively new direction in research at 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 interaction with the user, in order to adapt to the needs of that user. Educational hypermedia was one of the first application areas for adaptive hypermedia and is currently one of the most popular and well-investigated. The goal of this presentation is to explain the nature and the mechanism of adaptation in educational adaptive hypermedia and to provide several examples of using adaptive hypermedia in educational and training applications of different natures and complexity.