Peter Brusilovsky

Bio: Peter Brusilovsky is an academic researcher from University of Pittsburgh. The author has contributed to research in topics: Recommender system & Adaptive hypermedia. The author has an hindex of 69, co-authored 496 publications receiving 25021 citations. Previous affiliations of Peter Brusilovsky include Carnegie Mellon University & IEEE Computer Society.

Methods and techniques of adaptive hypermedia

Abstract: 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.

Adaptive Hypermedia

Abstract: 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).

The adaptive web: methods and strategies of web personalization

Abstract: I. Modeling Technologies.- User Models for Adaptive Hypermedia and Adaptive Educational Systems.- User Profiles for Personalized Information Access.- Data Mining for Web Personalization.- Generic User Modeling Systems.- Web Document Modeling.- II. Adaptation Technologies.- Personalized Search on the World Wide Web.- Adaptive Focused Crawling.- Adaptive Navigation Support.- Collaborative Filtering Recommender Systems.- Content-Based Recommendation Systems.- Case-Based Recommendation.- Hybrid Web Recommender Systems.- Adaptive Content Presentation for the Web.- Adaptive 3D Web Sites.- III. Applications.- Adaptive Information for Consumers of Healthcare.- Personalization in E-Commerce Applications.- Adaptive Mobile Guides.- Adaptive News Access.- IV. Challenges.- Adaptive Support for Distributed Collaboration.- Recommendation to Groups.- Privacy-Enhanced Web Personalization.- Open Corpus Adaptive Educational Hypermedia.- Semantic Web Technologies for the Adaptive Web.- Usability Engineering for the Adaptive Web.

User models for adaptive hypermedia and adaptive educational systems

Abstract: 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

Adaptive and Intelligent Web-based Educational Systems

Abstract: 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.

Machine learning

Abstract: Machine Learning is the study of methods for programming computers to learn. Computers are applied to a wide range of tasks, and for most of these it is relatively easy for programmers to design and implement the necessary software. However, there are many tasks for which this is difficult or impossible. These can be divided into four general categories. First, there are problems for which there exist no human experts. For example, in modern automated manufacturing facilities, there is a need to predict machine failures before they occur by analyzing sensor readings. Because the machines are new, there are no human experts who can be interviewed by a programmer to provide the knowledge necessary to build a computer system. A machine learning system can study recorded data and subsequent machine failures and learn prediction rules. Second, there are problems where human experts exist, but where they are unable to explain their expertise. This is the case in many perceptual tasks, such as speech recognition, hand-writing recognition, and natural language understanding. Virtually all humans exhibit expert-level abilities on these tasks, but none of them can describe the detailed steps that they follow as they perform them. Fortunately, humans can provide machines with examples of the inputs and correct outputs for these tasks, so machine learning algorithms can learn to map the inputs to the outputs. Third, there are problems where phenomena are changing rapidly. In finance, for example, people would like to predict the future behavior of the stock market, of consumer purchases, or of exchange rates. These behaviors change frequently, so that even if a programmer could construct a good predictive computer program, it would need to be rewritten frequently. A learning program can relieve the programmer of this burden by constantly modifying and tuning a set of learned prediction rules. Fourth, there are applications that need to be customized for each computer user separately. Consider, for example, a program to filter unwanted electronic mail messages. Different users will need different filters. It is unreasonable to expect each user to program his or her own rules, and it is infeasible to provide every user with a software engineer to keep the rules up-to-date. A machine learning system can learn which mail messages the user rejects and maintain the filtering rules automatically. Machine learning addresses many of the same research questions as the fields of statistics, data mining, and psychology, but with differences of emphasis. Statistics focuses on understanding the phenomena that have generated the data, often with the goal of testing different hypotheses about those phenomena. Data mining seeks to find patterns in the data that are understandable by people. Psychological studies of human learning aspire to understand the mechanisms underlying the various learning behaviors exhibited by people (concept learning, skill acquisition, strategy change, etc.).

Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification

Abstract: This paper reviews peer-reviewed empirical studies on gamification. We create a framework for examining the effects of gamification by drawing from the definitions of gamification and the discussion on motivational affordances. The literature review covers results, independent variables (examined motivational affordances), dependent variables (examined psychological/behavioral outcomes from gamification), the contexts of gamification, and types of studies performed on the gamified systems. The paper examines the state of current research on the topic and points out gaps in existing literature. The review indicates that gamification provides positive effects, however, the effects are greatly dependent on the context in which the gamification is being implemented, as well as on the users using it. The findings of the review provide insight for further studies as well as for the design of gamified systems.

The Self-Organizing Map

Abstract: An overview of the self-organizing map algorithm, on which the papers in this issue are based, is presented in this article.

Recommender systems survey

Abstract: Recommender systems have developed in parallel with the web. They were initially based on demographic, content-based and collaborative filtering. Currently, these systems are incorporating social information. In the future, they will use implicit, local and personal information from the Internet of things. This article provides an overview of recommender systems as well as collaborative filtering methods and algorithms; it also explains their evolution, provides an original classification for these systems, identifies areas of future implementation and develops certain areas selected for past, present or future importance.