GRAPPLE: Learning Management Systems Meet Adaptive Learning Environments

Bra, Paul De; Smits, David; Sluijs, Kees van der; Cristea, Alexandra I.; Foss, Jonathan G. K.; Glahn, Christian; Steiner, Christina

doi:10.1007/978-3-642-30171-1_6

Cited by 31 publications

(22 citation statements)

References 16 publications

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“…In response to this recognized need, the adaptive hypermedia research community developed a range of authoring tools, frameworks, and toolkits (De Bra et al 2003;Weber et al 2001;Cristea,Aroyo 2002;Carmona et al 2002;Vassileva 1998;Aroyo,Dicheva 2001;De Bra et al 2013;Specht,Oppermann 1998). These tools certainly helped to reduce the authoring barrier for adaptive educational hypermedia, yet they failed to produce a visible impact on everyday practice.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of topic-based adaptation and student modeling in QuizGuide

Sosnovsky

Brusilovsky

2015

User Model User-Adap Inter

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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: Introductionmentioning

confidence: 99%

Evaluation of topic-based adaptation and student modeling in QuizGuide

Sosnovsky

Brusilovsky

2015

User Model User-Adap Inter

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“…A tag based learning approach to knowledge acquisition for constructing prior knowledge and enhancing student reading comprehension. Computers & Education, 70, 256-268. doi:10.1016/j.compedu.2013 De Bra, P., Smits, D., van der Sluijs, K., Cristea, A., Foss, J., Glahn, C., & Steiner, C. (2012 EC-TEL 2014, Graz, Austria. doi:10.1007/978-3-319-11200-8_35 Glahn, C., Steiner, C., de Bra, P., Docq, F., O'Donnell, E., Verpoorten, D.,... Stash, N. (2011.…”

Section: Resultsmentioning

confidence: 99%

Challenges in Developing Adaptive Educational Hypermedia Systems

O'Donnell

O'Donnell²

2019

Advanced Methodologies and Technologies in Modern Education Delivery

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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 required to explore why AEHS have not yet impacted education as initially expected.

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“…Approaches to achieve this goal include: using sets of rules, proprietary objects and closed formats that belong to the application and the introduction of new languages for the definition and creation of adaptive processes [16][17][18].…”

Section: Adaptive Educational Systemsmentioning

confidence: 99%

Adaptation in E-Learning Content Specifications with Dynamic Sharable Objects

Gutiérrez

Álvarez

Paule

et al. 2016

Systems

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Dynamic sophisticated real-time adaptation is not possible with current e-learning technologies. Our proposal is based on changing the approach for the development of e-learning systems using dynamic languages and including them in both platforms and learning content specifications thereby making them adaptive. We propose a Sharable Auto-Adaptive Learning Object (SALO), defined as an object that includes learning content and describes its own behaviour supported by dynamic languages. We describe an example implementation of SALO for the delivery and assessment of a web development course using Moodle rubrics. As a result, the learning objects can dynamically adapt their characteristics and behaviour in e-learning platforms.

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GRAPPLE: Learning Management Systems Meet Adaptive Learning Environments

Cited by 31 publications

References 16 publications

Evaluation of topic-based adaptation and student modeling in QuizGuide

Evaluation of topic-based adaptation and student modeling in QuizGuide

Challenges in Developing Adaptive Educational Hypermedia Systems

Adaptation in E-Learning Content Specifications with Dynamic Sharable Objects

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