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Adaptive Educational Hypermedia Systems

functionality user observations set

Definition: Adaptive educational hypermedia systems include adaptive functionality based on three components: the document space, observations, and the user model .

To support re-usability and comparability of adaptive educational hypermedia systems, we give a component-based definition of adaptive educational hypermedia systems (AEHS), extending the functionality-oriented definition of adaptive hypermedia given by Brusilovsky in 1996 . AEHS have been developed and tested in various disciplines and have proven their usefulness for improved and goal-oriented learning and teaching. However, these systems normally come along as stand-alone systems – proprietary solutions have been investigated, tested and improved to fulfill specific, often domain-dependent requirements. This phenomenon is known in the literature as the open corpus problem in AEHS which states that normally, adaptive applications work on a fixed set of documents which is defined at the design time of the system, and directly influences the way adaptation is implemented.

The logical definition of adaptive educational hypermedia given here focuses on the components of these systems, and describes which kind of processing information is needed from the underlying hypermedia system ( the document space ), the runtime information which is required ( observations ), and the user model characteristics ( user model ). Adaptive functionality is then described by means of these three components, or more precisely: how the information from these three components, the static data from the document space, the runtime-data from the observations, and the processing-data from the user model, is used to provide adaptive functionality. The given logical definition of adaptive educational hypermedia provides a language for describing adaptive functionality, and allows for the comparison of adaptive functionality in a well-grounded way, enabling the re-use of adaptive functionality in different contexts and systems. The applicability of this formal description has been demonstrated in.

An Adaptive Educational Hypermedia System (AEHS) is a Quadruple (DOCS, UM, OBS, AC) with :

DOCS: Document Space: A finite set of first order logic (FOL) sentences with constants for describing documents (and knowledge topics), and predicates for defining relations between these constants.

UM: User Model: A finite set of FOL sentences with constants for describing individual users (user groups), and user characteristics, as well as predicates and rules for expressing whether a characteristic applies to a user.

OBS: Observations: A finite set of FOL sentences with constants for describing observations and predicates for relating users, documents / topics, and observations.

AC: Adaptation Component: A finite set of FOL sentences with rules for describing adaptive functionality.

With the emerging Semantic Web, there is even more the need for comparable, re-usable adaptive functionality. If we consider adaptive functionality as a service on the Semantic Web, we need re-usable adaptive functionality, able to operate on an open corpus, which the Web is.

Adaskin, Murray [next] [back] Adams, Walter Sydney

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