Adaptive Navigation Support

Brusilovsky, Peter

doi:10.1007/978-3-540-72079-9_8

Cited by 127 publications

(74 citation statements)

References 59 publications

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“…As a result, a student is constantly aware of her performance and is able to focus on the parts of the course most important to her/him. This adaptation approach is combination of open student modeling (Bull 2004;Self 1990) and adaptive navigation support (Brusilovsky 2007). Figure 3 presents a snapshot of the QuizGuide student interface.…”

Section: Topic-based Student Modelingmentioning

confidence: 99%

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Evaluation of topic-based adaptation and student modeling in QuizGuide

Sosnovsky

Brusilovsky

2015

User Model User-Adap Inter

Self Cite

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Abstract:This paper presents an in-depth analysis of a nonconventional topic-based personalization approach for adaptive educational systems (AES) that we have explored for a number of years in the context of university programming courses. With this approach both student modeling and adaptation are based on coarse-grained knowledge units that we called topics. Our motivation for the topic-based personalization was to enhance AES transparency for both teachers and students by utilizing typical topic-based course structures as the foundation for designing all aspects of an AES from the domain model to the end-user interface. We illustrate the details of the topic-based personalization technology, with the help of the Webbased educational service QuizGuide -the first system to implement it. QuizGuide applies the topicbased personalization to guide students to the right learning material in the context of an undergraduate C programming course. While having a number of architectural and practical advantages, the suggested coarse-grained personalization approach deviates from the common practices toward knowledge modeling in AES. Therefore, we believed, that several aspects of QuizGuide required a detailed evaluation -from modeling accuracy to the effectiveness of adaptation. How can one evaluate the soundness of a user modeling (UM) approach, rather than a specific personalized system? The paper discusses how this new student modeling approach can be evaluated, and presents our attempts to evaluate it from multiple different prospects. The evaluation of QuizGuide across several consecutive semesters demonstrates that, although topics do not always support precise UM, they can provide a basis for successful personalization in AESs. Keywords:Adaptive Hypermedia, Student Modeling, Adaptive Educational System, Adaptive Navigation Support, Adaptive Link Annotation, Topic-based Adaptation, Topic-based User Modeling, Adaptive System Evaluation, Layered EvaluationThe first page should include the following declaration: "This paper or a similar version is not currently under review by a journal or conference, nor will it be submitted to such within the next three months. This paper is free of plagiarism or self-plagiarism as defined in Springer's Policy on Publishing Integrity. Abstract:This paper presents an in-depth analysis of a nonconventional topic-based personalization approach for adaptive educational systems (AES) that we have explored for a number of years in the context of university programming courses. With this approach both student modeling and adaptation are based on coarse-grained knowledge units that we called topics. Our motivation for the topic-based personalization was to enhance AES transparency for both teachers and students by utilizing typical topic-based course structures as the foundation for designing all aspects of an AES from the domain model to the end-user interface. We illustrate the details of the topic-based personalization technology, with the help of the Web-based educational service Quiz...

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Section: Topic-based Student Modelingmentioning

confidence: 99%

“…In the first two semesters, the corresponding groups were using only non-adaptive quizzes served directly by the QuizPACK system through a simple course portal (Brusilovsky 2004). Figure 9 presents a typical collection of learning content available within a lecture folder inside the course portal.…”

Section: The Evaluation Context and Data Collectionmentioning

confidence: 99%

Evaluation of topic-based adaptation and student modeling in QuizGuide

Sosnovsky

Brusilovsky

2015

User Model User-Adap Inter

Self Cite

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“…To enable the navigation components could adapt to personalized learning, the following methods can be used [22,23]:…”

Section: A Concept Of Adaptationmentioning

confidence: 99%

An Adaptive User Interface for an E-learning System by Accommodating Learning Style and Initial Knowledge

Hariyanto¹,

Köhler²

2017

Proceedings of the International Conference on Technology and Vocational Teachers (ICTVT 2017)

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Abstract-There is a conception among researchers that every student has his or her own learning style preferences. One student cannot be treated as same as the other students. A specific strategy is required to provide a learning environment that is suitable for different students' preferences. In the context of technology-enhanced learning, it is urgently necessary to design an adaptive e-learning system based on multiple learning criteria. This paper presents the design of a user interface for an e-learning system that can adapt to multiple learning styles and initial knowledge levels. To evaluate the design concept, an application has been developed and then tested based upon a functional test approach. As a result, it was found that the elearning system could react as intended, presenting the learning material and navigation components based on both the learning styles and initial knowledge of the students.

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“…Typically, aspects resemble adaptation techniques, as identified by the adaptive hypermedia community (e.g., [7,8]), and are applied to components in the web application. Dependant on context parameters and runtime state of the web application, aspects usually crosscut several XML documents.…”

Section: Investigation Of Aspect Interactionsmentioning

confidence: 99%

HyperAdapt: Enabling Aspects for XML

Niederhausen

Karol

Aßmann

et al. 2009

Lecture Notes in Computer Science

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Abstract. Aspect orientation offers an intuitive way to specifiy adaptivity for web applications, but despite its advantages, the approach still lacks acceptance. We argue that there are two main reasons for this: First, aspects make implicit assumptions on the underlying system and can thus produce invalid behavior if that system is changed. Second, the lack of concepts for dealing with aspect interactions places a heavy burden on the use of multiple aspects. In this paper we discuss how HyperAdapt addresses these problems, paving the road towards a productive use of aspect orientation in the domain of web applications.

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Adaptive Navigation Support

Cited by 127 publications

References 59 publications

Evaluation of topic-based adaptation and student modeling in QuizGuide

Evaluation of topic-based adaptation and student modeling in QuizGuide

An Adaptive User Interface for an E-learning System by Accommodating Learning Style and Initial Knowledge

HyperAdapt: Enabling Aspects for XML

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