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.

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Methods and techniques of 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 interaction with 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).

Adaptive Hypermedia

One distinctive feature of any adaptive system is the user model that represents essential information about each user This chapter complements other chapters of this book in reviewing user models and user modeling approaches applied in adaptive Web systems The presentation is structured along three dimensions: what is being modeled, how it is modeled, and how the models are maintained After a broad overview of the nature of the information presented in these various user models, the chapter focuses on two groups of approaches to user model representation and maintenance: the overlay approach to user model representation and the uncertainty-based approach to user modeling

User models for adaptive hypermedia and adaptive educational systems

This paper consists of an in-depth summary and analysis of the research and development state of the art for intelligent tutoring system (ITS) authoring systems. A seven-part categorization of two dozen authoring systems is given, followed by a characterization of the authoring tools and the types of ITSs that are built for each category. An overview of the knowledge acquisition and authoring techniques used in these systems is given. A characterization of the design tradeoffs involved in building an ITS authoring system is given. Next the pragmatic questions of real use, productivity findings, and evaluation are discussed. Finally, I summarize the major unknowns and bottlenecks to having widespread use of ITS authoring tools. (http://aied.inf.ed.ac.uk/members99/archive/vol_10/murray/full.html)

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Authoring Intelligent Tutoring Systems: An analysis of the state of the art

Currently, Web-based educational systems form one of the fastest growing areas in educational technology research and development. Benefits of Web-based education are independence of teaching and learning with respect to time and space. Courseware installed and maintained in one place may be used by a huge number of users all over the world. A challenging research goal is the development of adaptive and intelligent Web-based educational systems (W-AIES) that offer some amount of adaptivity and intelligence.

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Adaptive and Intelligent Web-based Educational Systems

This paper discusses the problems of developing versatile adaptive and intelligent learning systems that can be used in the context of practical Web-based education. We argue that versatility is an important feature of successful Web-based education systems. We introduce ELM-ART, an intelligent interactive educational system to support learning programming in LISP. ELM-ART provides all learning material online in the form of an adaptive interactive textbook. Using a combination of an overlay model and an episodic student model, ELM-ART provides adaptive navigation support, course sequencing, individualized diagnosis of student solutions, and example-based problem-solving support. Results of an empirical study show different effects of these techniques on different types of users during the first lessons of the programming course. ELM-ART demonstrates how some interactive and adaptive educational components can be implemented in WWW context and how multiple components can be naturally integrated together in a single system.

https://telearn.archives-ouvertes.fr/hal-00197328/document

ELM-ART: An Adaptive Versatile System for Web-based Instruction

Making ITS available on the World Wide Web (WWW) is a way to integrate the flexibility and intelligence of ITS with world-wide availability of WWW applications This paper discusses the problems of developing WWW-available ITS and, in particular, the problem of porting existing ITS to a WWW platform We present the system ELM-ART which is a WWW-based ITS to support learning programming in Lisp ELM-ART demonstrates how several known ITS technologies can be implemented in WWW context

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ELM-ART: An Intelligent Tutoring System on World Wide Web

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.

User Modeling and Adaptive Navigation Support in WWW-Based Tutoring Systems

Developing adaptive internet based learning courses usually requires a lot of programming efforts to provide session management, keeping track of the learners current state, and adapting the interface layout to specific requirements. NetCoach is designed to enable authors to develop adaptive learning courses without programming knowledge. In this paper, we describe the adaptive, the adaptable, the interactive, and the communicative features of NetCoach. Both authors and tutors are supported in many ways to develop and manage courses via an online interface. Experiences with NetCoach courses in different domains and settings have shown that learners profit from the adaptive features.

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Developing Adaptive Internet Based Courses with the Authoring System NetCoach

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Gerhard Weber

Papers

ELM-ART: An Adaptive Versatile System for Web-based Instruction

ELM-ART: An Intelligent Tutoring System on World Wide Web

User Modeling and Adaptive Navigation Support in WWW-Based Tutoring Systems

Developing Adaptive Internet Based Courses with the Authoring System NetCoach

A Tool for Developing Adaptive Electronic Textbooks on WWW