Relevant bibliographies by topics / Adaptive educational hypermedia

Academic literature on the topic 'Adaptive educational hypermedia'

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Published: 4 June 2021
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Journal articles on the topic "Adaptive educational hypermedia"

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Santoianni, Flavia, and Alessandro Ciasullo. "Adaptive Design for Educational Hypermedia Environments and Bio-Educational Adaptive Design for 3D Virtual Learning Environments." Research on Education and Media 10, no. 1 (June 1, 2018): 30–41. http://dx.doi.org/10.1515/rem-2018-0005.

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Abstract Adaptive learning environments design has been originally influenced by the adaptive learning environments model, which has been recently re-shaped by the bio-educational adaptive approach. Adaptive and bio-educational models share the common main idea that education should be adaptive. Since the 90’s the adoption of an adaptive educational point of view have been at the base of adaptive educational hypermedia systems, which design joins interest towards learners’ individual differences with adaptive learning environments research. Educational hypermedia systems have been overcome by the technology of 3D Virtual Learning Environments. Some emerging questions are related to the design criteria of adaptive learning environments. Which lessons learned from adaptive hypermedia systems design could be now applied to VLEs’ design? How a virtual learning environment should be designed to be adaptive? This research tries to answer to these questions by describing Federico 3DSU, an educational University 3D Virtual Learning Environment which has been designed with adaptive criteria, according to bio-educational model
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De Bra, Paul. "Adaptive educational hypermedia on the web." Communications of the ACM 45, no. 5 (May 2002): 60–61. http://dx.doi.org/10.1145/506218.506247.

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Henze, Nicola, and Wolfgang Nejdl. "A logical characterization of adaptive educational hypermedia." New Review of Hypermedia and Multimedia 10, no. 1 (June 2004): 77–113. http://dx.doi.org/10.1080/13614560410001728128.

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Kahraman, H. Tolga, Seref Sagiroglu, and İlhami Colak. "A novel model for web-based adaptive educational hypermedia systems: SAHM (supervised adaptive hypermedia model)." Computer Applications in Engineering Education 21, no. 1 (July 1, 2010): 60–74. http://dx.doi.org/10.1002/cae.20451.

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Drissi, Samia, and Abdelkrim Amirat. "An Adaptive E-Learning System based on Student's Learning Styles." International Journal of Distance Education Technologies 14, no. 3 (July 2016): 34–51. http://dx.doi.org/10.4018/ijdet.2016070103.

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Personalized e-learning implementation is recognized as one of the most interesting research areas in the distance web-based education. Since the learning style of each learner is different one must fit e-learning with the different needs of learners. This paper presents an approach to integrate learning styles into adaptive e-learning hypermedia. The main objective was to develop a new Adaptive Educational Hypermedia System based on Honey and Mumford learning style model (AEHS-H&M) and assess the effect of adapting educational materials individualized to the student's learning style. To achieve the main objectives, a case study was developed. An experiment between two groups of students was conducted to evaluate the impact on learning achievement. Inferential statistics were applied to make inferences from the sample data to more general conditions was designed to evaluate the new approach of matching learning materials with learning styles and their influence on student's learning achievement. The findings support the use of learning styles as guideline for adaptation into the adaptive e-learning hypermedia systems.
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Hendrix, Maurice, Alexandra Cristea, and Wolfgang Nejdl. "Authoring adaptive educational hypermedia on the semantic desktop." International Journal of Learning Technology 3, no. 3 (2007): 230. http://dx.doi.org/10.1504/ijlt.2007.015443.

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Spallek, H. "Adaptive Hypermedia: A New Paradigm for Educational Software." Advances in Dental Research 17, no. 1 (December 2003): 38–42. http://dx.doi.org/10.1177/154407370301700110.

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Traditional online dental education courses follow the broadcast paradigm which centers on the teacher, not the student. This one-size-fits-all approach resembles a mass-production idea which cannot take individual learner characteristics into account. Most online course designs do not address the issue that users with different goals and knowledge may be interested in different pieces of information about a topic. Adaptive hypermedia (AH) is an emerging field in education research which investigates how computer systems can overcome this problem. AH can be applied to any course content. This learner-centered approach first considers the learning goal(s), then evaluates the user’s abilities and determines the individual learning style, to structure and tailor the curriculum most efficiently. The presented AH environment exploits various concepts of AH. The system collects data to create a model of the individual user, which is continuously refined based on test results throughout the course. The system then adapts the learning material dynamically, using active and passive curriculum sequencing and adaptive presentation.
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Chittaro, Luca, and Roberto Ranon. "Adaptive Hypermedia Techniques for 3D Educational Virtual Environments." IEEE Intelligent Systems 22, no. 4 (July 2007): 31–37. http://dx.doi.org/10.1109/mis.2007.63.

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KOBSA, ALFRED, JÜRGEN KOENEMANN, and WOLFGANG POHL. "Personalised hypermedia presentation techniques for improving online customer relationships." Knowledge Engineering Review 16, no. 2 (March 2001): 111–55. http://dx.doi.org/10.1017/s0269888901000108.

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This article gives a comprehensive overview of techniques for personalised hypermedia presentation. It describes the data about the computer user, the computer usage and the physical environment that can be taken into account when adapting hypermedia pages to the needs of the current user. Methods for acquiring these data, for representing them as models in formal systems and for making generalisations and predictions about the user based thereon are discussed. Different types of hypermedia adaptation to the individual user's needs are distinguished and recommendations for further research and applications given. While the focus of the article is on hypermedia adaptation for improving customer relationship management utilising the World Wide Web, many of the techniques and distinctions also apply to other types of personalised hypermedia applications within and outside the World Wide Web, like adaptive educational systems.
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Qodad, Aymane, Abdelilah Benyoussef, Abdallah El Kenz, and Mourad Elyadari. "Toward an Adaptive Educational Hypermedia System (AEHS-JS) based on the Overlay Modeling and Felder and Silverman’s Learning Styles Model for Job Seekers." International Journal of Emerging Technologies in Learning (iJET) 15, no. 08 (April 24, 2020): 235. http://dx.doi.org/10.3991/ijet.v15i08.10574.

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In this paper we introduce a new design of an adaptive educational hypermedia system for job seekers, this proposal is based, for the part of learning objectives, on a job model which allows adapting the content and the path of education to the intended jobs, and, for the learner model construction, on a specific use of the learning styles of Felder and Silverman. First, we present existing literature to give a general review on adaptive edu-cational hypermedia systems, in that way; we have reported the related items to different notions in the adaptive educational Systems area as the differentiated pedagogy, the learning objects, and the learner profile. Then we argued our choice of the components of our model and we detailed the new ones. As designed, the model can produce a suitable learning path for the user to match the job characteristics and the learning style of the person in order to help the user owning the job sought. With the possibility of linking the required com-petencies to the education skills, we aim to map business tasks to learning activi-ties. Based on this approach, we designed an Adaptive Educational Hypermedia System named AEHS-JS that will help to improve the efficiency and pragmatism of job search activities. In plus of the social impact of this work as it help job seekers to complete their profiles and get the career they are looking for, this work will allow companies to find the candidates that match the job criteria sought.
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Dissertations / Theses on the topic "Adaptive educational hypermedia"

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Zakaria, Mohamed Ramzy. "The hybrid model, and adaptive educational hypermedia frameworks." Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/14247/.

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The amount of information on the web is characterised by being enormous, as is the number of users with different goals and interests. User models have been utilized by adaptive hypermedia systems generally and adaptive educational hypermedia systems (AEHS) particularly to personalize the amount of information they have with respect to each individual's knowledge, background and goals. As a result of the research described herein, a user model called the Hybrid Model has been developed. This model is both generic and abstract, and it extends other models used by AEHS by measuring users' knowledge levels with respect to different knowledge domains simultaneously by utilising well known techniques in the world of user modelling, specifically the Overlay model (which has been modified) and the Stereotype model. Therefore, using the Hybrid Model, AEHS will not be restricted to a single knowledge domain at anyone time. Thus, by implementing the Hybrid model, those systems can manage users' knowledge globally with respect to the deployed knowledge domains. The model has been implemented experimentally in an educational hypermedia system called WHURLE (Web-based Hierarchal Universal Reactive Learning Environment) to verify its aim - managing users' knowledge globally. Moreover, this implementation has been tested successfully through a user trial as an adaptive revision guide for a Biological Anthropology Course. Furthermore, the infrastructure of the WHURLE system has been modified to embrace the objective of the Hybrid Model. This has led to a novel design that provides the system with the capability of utilising different user models easily without affecting any of its component modules.
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Bajraktarević, Namira. "Adaptive hypermedia, learning styles and strategies within the educational paradigm." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422986.

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Wolf, Christian Marc, and chris@adaptive-learning net. "Construction of an Adaptive E-learning Environment to Address Learning Styles and an Investigation of the Effect of Media Choice." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080625.093019.

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This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver. [See http://www.adaptive-learning.net/research/media.htm for media files associated with this thesis.]
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Miled, Mahdi. "Ressources et parcours pour l'apprentissage du langage Python : aide à la navigation individualisée dans un hypermédia épistémique à partir de traces." Thesis, Cachan, Ecole normale supérieure, 2014. http://www.theses.fr/2014DENS0045/document.

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Les travaux de recherche de cette thèse concernent principalement l‘aide à la navigation individualisée dans un hypermédia épistémique. Nous disposons d‘un certain nombre de ressources qui peut se formaliser à l‘aide d‘un graphe acyclique orienté (DAG) : le graphe des épistèmes. Après avoir cerné les environnements de ressources et de parcours, les modalités de visualisation et de navigation, de traçage, d‘adaptation et de fouille de données, nous avons présenté une approche consistant à corréler les activités de conception ou d‘édition à celles dédiées à l‘utilisation et la navigation dans les ressources. Cette approche a pour objectif de fournir des mécanismes d‘individualisation de la navigation dans un environnement qui se veut évolutif. Nous avons alors construit des prototypes appropriés pour mettre à l‘épreuve le graphe des épistèmes. L‘un de ces prototypes a été intégré à une plateforme existante. Cet hypermédia épistémique baptisé HiPPY propose des ressources et des parcours portant sur l‘apprentissage du langage Python. Il s‘appuie sur un graphe des épistèmes, une navigation dynamique et un bilan de connaissances personnalisé. Ce prototype a fait l‘objet d‘une expérimentation qui nous a donné la possibilité d‘évaluer les principes introduits et d‘analyser certains usages
This research work mainly concerns means of assistance in individualized navigation through an epistemic hypermedia. We have a number of resources that can be formalized by a directed acyclic graph (DAG) called the graph of epistemes. After identifying resources and pathways environments, methods of visualization and navigation, tracking, adaptation and data mining, we presented an approach correlating activities of design or editing with those dedicated to resources‘ use and navigation. This provides ways of navigation‘s individualization in an environment which aims to be evolutive. Then, we built prototypes to test the graph of epistemes. One of these prototypes was integrated into an existing platform. This epistemic hypermedia called HiPPY provides resources and pathways on Python language. It is based on a graph of epistemes, a dynamic navigation and a personalized knowledge diagnosis. This prototype, which was experimented, gave us the opportunity to evaluate the introduced principles and analyze certain uses
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Stevens, Mark Allen. "Development of an Educational Role-Playing Game for the Acquisition of Ohio Fourth-Grade Mathematics Standards." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1194022878.

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Bhosale, Devdutta. "AlcoZone: An Adaptive Hypermedia based Personalized Alcohol Education." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/32913.

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In our knowledge based economy, demand for better and effective learning has led to innovative instructional technologies. However, the one-size-fit-all approach taken by many e-Learning systems is not adequate to the different requirements of people who have different goals, preferences, and previous knowledge about a subject. Many e-Learning systems have approached this problem with personalized and customized content. However, many of these systems are closely tied to one particular subject that they are trying to teach; authoring of courses on different subjects using the same framework is a difficult process. Adaptive Hypermedia is an approach in which content presentation and navigation assistance is personalized depending on the requirements of the user. The user requirements are represented using a user model, while the content is represented using a content model. By using a set of algorithms, an Adaptive Hypermedia based system is able to select the most appropriate content to be presented, as the user interacts with the system. The objective of AlcoZone is to educate all of the 5,000 freshman students of Virginia Tech about alcohol education using Adaptive Hypermedia technology, as part of the mandatory university requirement. The course presents different content to different students based on their drinking pattern. AlcoZone integrates Curriculum Sequencing, Multimedia and Interactivity, Alternate Content Explanation, and Navigational Assistance to make the course interesting for students. This research investigates the design & implementation of AlcoZone and its Adaptive Hypermedia based reusable framework for course creation and delivery.
Master of Science
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Hendrix, Maurice. "Supporting authoring of adaptive hypermedia." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3725/.

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It is well-known that students benefit from personalised attention. However, frequently teachers are unable to provide this, most often due to time constraints. An Adaptive Hypermedia (AH) system can offer a richer learning experience, by giving personalised attention to students. The authoring process, however, is time consuming and cumbersome. Our research explores the two main aspects to authoring of AH: authoring of content and adaptive behaviour. The research proposes possible solutions, to overcome the hurdles towards acceptance of AH in education. Automation methods can help authors, for example, teachers could create linear lessons and our prototype can add content alternatives for adaptation. Creating adaptive behaviour is more complex. Rule-based systems, XML-based conditional inclusion, Semantic Web reasoning and reusable, portable scripting in a programming language have been proposed. These methods all require specialised knowledge. Hence authoring of adaptive behaviour is difficult and teachers cannot be expected to create such strategies. We investigate three ways to address this issue. 1. Reusability: We investigate limitations regarding adaptation engines, which influence the authoring and reuse of adaptation strategies. We propose a metalanguage, as a supplement to the existing LAG adaptation language, showing how it can overcome such limitations. 2. Standardisation: There are no widely accepted standards for AH. The IMSLearning Design (IMS-LD) specification has similar goals to Adaptive Educational Hypermedia (AEH). Investigation shows that IMS-LD is more limited in terms of adaptive behaviour, but the authoring process focuses more on learning sequences and outcomes. 3. Visualisation: Another way is to simplify the authoring process of strategies using a visual tool. We define a reference model and a tool, the Conceptual Adaptation Model (CAM) and GRAPPLE Authoring Tool (GAT), which allow specification of an adaptive course in a graphical way. A key feature is the separation between content, strategy and adaptive course, which increases reusability compared to approaches that combine all factors in one model.
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Bueno, Alexandre Martins Ferreira. "Proposta de um sistema hipermídia adaptativo educacional para a personalização do processo de ensino atraves da web." Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tede/5685.

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Nowadays, e-learning has become an important source of knowledge, providing content without the limitation of time or space. In this context, Web-based education became an important sector. A large number of e-learning applications have utilized the Web to teach, mainly to provide distance learning. As a result of the substantial growth in elearning there has been an increase in the diversity of students that uses this environment to achieve their academic or professional backgrounds. In general, these students have di erent personal, social-cultural and cognitive characteristics. Adaptive Hypermedia Systems provide resources to assist this diverse public, they are able to consider the individual characteristics of students during the learning process. It is known that the representation of these features are often associated with uncertain and imprecise information. Given this context, this work proposes a Web-based Adaptive Educational Hypermedia System (with instructional content) that aims to personalize the process of distance learning. It has a student model that is able to represent the uncertainties related to the student's knowledge (characteristic of the students considered by the system) through the use of a Bayesian Network. This model is adjusted according to the answers provided by students in ability tests, which in turn are evaluated by a mathematical model of Item Response Theory. The experiment realized compared the results obtained by the proposed system, that is provided with adaptation (personalization) mechanisms, and other system that has no such mechanisms, in which the same content was presented to all the students. Statistical analysis of the collected data has shown a signi cant improvement in knowledge retention by the students who used the system provided with adaptation. However, it was expected, as a result of this improvement, that the levels of satisfaction reported by the students who used the proposed system were better than the levels reported by the students who used the system without adaptation, which was not evidenced by the gathered data.
Hoje em dia, o e-learning se tornou uma importante vertente na obtenção de conhecimento, fornecendo conteúdo sem a limitação de tempo ou espaço . Neste contexto, a educação baseada na Web tem recebido destaque. Inúmeras aplicações de e-learning tem se utilizado da Web para ensinar, principalmente para prover ensino a distancia. Como consequência do crescimento substancial do e-learning houve um aumento na diversidade dos alunos que fazem uso deste meio para a obtenção de suas formações acadêmicas ou prossionais. Em geral, estes alunos possuem diferentes características pessoais, sócio culturais e cognitivas. Os Sistemas Hiperm dia Adaptativos oferecem recursos para atender a este p ublico diverso, eles são capazes de considerar as características individuais dos alunos durante o processo de aprendizagem. Sabe-se que na representação destas características frequentemente estão associadas informações que são incertas e imprecisas. Diante do apresentado, este trabalho propõe um Sistema Hipermídia Adaptativo Educacional (com conteúdo instrucional) que tem como objetivo a personalização do processo de ensino a distância através da Web. Ele possui um modelo do aluno que e capaz de lidar com as incertezas relacionadas ao conhecimento dos alunos (caracteristica dos alunos considerada pelo sistema) através do uso de uma Rede Bayesiana. Este modelo e ajustado por respostas dadas pelos alunos em testes de habilidade, que são avaliadas por um modelo matemático da Teoria da Resposta ao Item. O experimento realizado comparou os resultados obtidos pelo sistema proposto, provido de mecanismos de adaptação (personalização), e outro sistema desprovido de adaptação, em que o mesmo conteúdo era apresentado a todos os alunos. A analise estatística dos dados coletados mostrou uma melhoria signicativa na retenção de conhecimento por parte dos alunos que zeram uso do sistema provido de adaptação. Entretanto, esperava-se, como consequência desta melhoria, que os níveis de satisfação informados pelos alunos que zeram uso do sistema proposto fossem superiores aos níveis informados pelos alunos que zeram uso do sistema desprovido de adaptação, fato não evidenciado pelos dados obtidos.
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Lima, Graciela Cristina Bernardes. "AdaptHA : ambiente para autoria e ensino adaptativo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/25497.

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A Web vem se apresentando um meio cada vez mais promissor para o desenvolvimento de sistemas de ensino. Um dos grandes desafios é fazer uso das vantagens da Web, que torna a aprendizagem disponível em qualquer lugar e em qualquer momento, e criar para o aluno uma experiência de aprendizagem individualizada, que represente um significante melhoramento quando comparada à experiência de aprendizagem convencional de sala de aula. Nesse contexto, este trabalho apresenta o AdaptHA, um ambiente para autoria e ensino adaptativo na Web baseado no modelo Hyper-Automaton. Com o AdaptHA, objetiva-se colaborar para a melhoria da qualidade da educação prática pela Web. Acredita-se que isto seja possível através de um sistema de ensino que reúna ferramentas que auxiliam tanto o professor quanto o aluno, mas com um grande diferencial no que se refere à capacidade deste sistema de se adaptar às características do aluno. AdaptHA proporciona ao aluno uma experiência de aprendizagem individualizada ao apresentar o conteúdo adaptado e suportar a navegação adaptativa com base no modelo do aluno, utilizando para isto, técnicas da Hipermídia Adaptativa. Os mecanismos chave do AdaptHA que viabilizam tal adaptação são: sua estrutura do modelo do domínio, cujas principais características são flexibilidade e riqueza de metadados; e sua estrutura do modelo do aluno, que mantém o histórico detalhado de todas as interações do aluno com o ambiente. A essência deste trabalho consiste em promover um tipo de ensino que seja centrado no aluno. Entretanto, é indispensável levar em consideração que o professor possui um papel fundamental dentro do cenário educacional, sendo, portanto, imprescindível prover mecanismos que colaborem para a melhoria do seu trabalho, como por exemplo: ferramentas de autoria que facilitem a criação, manutenção e reutilização de cursos e material instrucional; e ferramentas que possibilitem o acompanhamento contínuo do desempenho dos alunos. A indisponibilidade de ferramentas que facilitam o trabalho do professor em um ambiente de ensino computadorizado, seja ele Web ou não, significa, em última instância, que a autoria de cursos e material instrucional irá exigir conhecimento de pessoal técnico, o que não é razoável. Evidentemente, este aspecto gera uma barreira quase que intransponível para a utilização desse tipo de ambiente por parte do professor. Neste sentido, o AdaptHA dispõe de um ambiente de autoria que reúne um rico conjunto de ferramentas que visa suprir essas necessidades.
Web has becoming more and more a promising environment for the development of learning systems. One of the big challenges is making use of Web advantages, that makes learning available anywhere and anytime, and create to the student an individualized learning experience, that represents a significant improvement when compared to the conventional classroom learning experience. In this context, this work presents AdaptHA, a Web adaptive authorship and learning environment based on Hyper-Automaton model. With AdaptHA, the goal is to collaborate to the improvement of Web practical education quality. This is possible through a learning system that groups tools that support teacher and student, but with a great plus that refers to the ability of this system to adapt itself to the student’s characteristics. AdaptHA provides to the student an individualized learning experience by presenting content adapted and supports adaptive navigation based on student model, making use of Adaptive Hypermedia techniques. AdaptHA’s key mechanisms that turn such adaptation possible are: its domain model structure, whose main features are flexibility and a rich metadata set; and its student model structure, that keeps a detailed history of all student interactions with the environment. The essence of this work is to promote a student-centered education. However, it must be taken in consideration that the teacher performs a fundamental role in the educational setting, so, it is necessary supplying mechanisms that collaborate for the improvement of his / her work, as for instance: authorship tools that facilitate the creation, maintenance and reuse of courses and instrucional material; and tools that enable the continuous accompaniment of students performance. The unavailability of tools that facilitate teacher work in a computer-based education environment, Web or not, means that courses and instructional material authorship will require knowledge of technical staff, what is not reasonable. Obviously, this aspect creates a great barrier for the use of this kind of environment by the teacher. In this sense, AdaptHA provides an authorship environment that groups a rich set of tools that supplies these needs.
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Corrêa, Bruno de Souza. "Design Instrucional para cursos a distância adaptativos." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1464.

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Esta pesquisa objetiva dar continuidade à evolução dos sistemas de gerenciamento de cursos a distância através do estudo de técnicas de design instrucional, design de interfaces e hipermídia adaptativa, com ênfase no processo de criação e alimentação de conteúdos instrucionais em ambientes virtuais de aprendizagem. Para alcançar os resultados esperados, a pesquisa se dividiu em três vertentes: design instrucional, que é o estudo dos métodos de organização de conteúdos instrucionais com foco na eficiência da transmissão e fixação do conhecimento; educação a distância, através da qual as técnicas de design instrucional são aplicadas com o auxílio de sistemas de informação para permitir transferência de conhecimento entre pessoas ou entidades que estão em locais distintos; hipermídia adaptativa, que é um conjunto de técnicas e tecnologias capazes de tornar sistemas de hipertexto adaptáveis a diferentes perfis de usuários. O resultado esperado da pesquisa é a criação de uma ferramenta adaptativa de alimentação de conteúdos em um ambiente virtual de aprendizagem com o objetivo de tornálo capaz de gerar cursos adaptados a diferentes perfis de estudantes.
This research aims to continue the development of course management systems through the study of techniques for instructional design, design of interfaces and adaptive hypermedia with emphasis in the creation and supply of instructional content in virtual learning environments. To achieve the expected results, the research was divided into three dimensions: instructional design, which is the study of methods of organization of instructional content with a focus on efficiency of transmission and determination of knowledge, distance education, through which the design of instructional techniques are applied with the aid of information systems to enable transfer of knowledge between persons or entities that are in different places; adaptive hypermedia, which is a set of techniques and technologies capable of make hypertext systems adaptable to different profiles of users. The outcome of the research is the creation of a adaptive tool for content feeding in a virtual learning environment with the goal of making it capable of generating tailored courses to different profiles of students.
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Book chapters on the topic "Adaptive educational hypermedia"

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Cristea, Alexandra, and Lora Aroyo. "Adaptive Authoring of Adaptive Educational Hypermedia." In Lecture Notes in Computer Science, 122–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47952-x_14.

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Beaumont, Ian, and Peter Brusilovsky. "Educational Applications Of Adaptive Hypermedia." In IFIP Advances in Information and Communication Technology, 410–14. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-5041-2896-4_71.

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De Bra, Paul, Lora Aroyo, and Alexandra Cristea. "Adaptive Web-Based Educational Hypermedia." In Web Dynamics, 387–410. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-662-10874-1_16.

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Passardiere, Brigitte, and Aude Dufresne. "Adaptive navigational tools for educational hypermedia." In Computer Assisted Learning, 555–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_99.

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Gouli, Evangelia, Kyparisia Papanikolaou, and Maria Grigoriadou. "Personalizing Assessment in Adaptive Educational Hypermedia Systems." In Lecture Notes in Computer Science, 153–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47952-x_17.

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Buendía, Félix, and Paloma Díaz. "A Framework for Educational Adaptive Hypermedia Applications." In Lecture Notes in Computer Science, 476–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47952-x_64.

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Zakaria, Mohamed Ramzy, Adam Moore, Helen Ashman, Craig Stewart, and Tim Brailsford. "The Hybrid Model for Adaptive Educational Hypermedia." In Lecture Notes in Computer Science, 580–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47952-x_89.

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Melis, Erica, and Carsten Ullrich. "Gender-Biased Adaptations in Educational Adaptive Hypermedia." In Lecture Notes in Computer Science, 425–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-27780-4_66.

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Surjono, Herman D., and John R. Maltby. "Adaptive Educational Hypermedia Based on Multiple Student Characteristics." In Lecture Notes in Computer Science, 442–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45200-3_41.

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Gaffney, Conor, Thanos Staikopoulos, Ian O’Keeffe, Owen Conlan, and Vincent Wade. "A Training Framework for Adaptive Educational Hypermedia Authoring Tools." In Open Learning and Teaching in Educational Communities, 416–21. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_35.

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Conference papers on the topic "Adaptive educational hypermedia"

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Andaloussi, Kenza Sakout, Laurence Capus, and Ismail Berrada. "Adaptive Educational Hypermedia Systems." In BDCA'17: 2nd international Conference on Big Data, Cloud and Applications. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3090354.3090448.

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Cristea, Alexandra. "Authoring of Adaptive Educational Hypermedia." In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.78.

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Pilar da Silva, Denise, Rafaël Van Durm, Erik Duval, and Henk Oliviè. "Adaptive navigational facilities in educational hypermedia." In the ninth ACM conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/276627.276664.

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Papanikolaou, K. A., G. D. Magoulas, and M. Grigoriadou. "Computational intelligence in adaptive educational hypermedia." In Proceedings of the IEEE-INNS-ENNS International Joint Conference on Neural Networks. IJCNN 2000. Neural Computing: New Challenges and Perspectives for the New Millennium. IEEE, 2000. http://dx.doi.org/10.1109/ijcnn.2000.859466.

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Said, Talhi, Ouadfel Salima, Behaz Amel, and Djoudi Mahieddine. "Co-authoring an Adaptive Educational Hypermedia." In 2010 Fifth International Conference on Digital Information Management (ICDIM). IEEE, 2010. http://dx.doi.org/10.1109/icdim.2010.5664659.

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Scotton, Joshua, and Alexandra I. Cristea. "Reusing Adaptation Strategies in Adaptive Educational Hypermedia Systems." In 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2010. http://dx.doi.org/10.1109/icalt.2010.151.

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Mulwa, Catherine, Seamus Lawless, Mary Sharp, Inmaculada Arnedillo-Sanchez, and Vincent Wade. "Adaptive educational hypermedia systems in technology enhanced learning." In the 2010 ACM conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1867651.1867672.

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Martins, Constantino, Luíz Faria, and Eurico Carrapatoso. "Constructivist Approach for an Educational Adaptive Hypermedia Tool." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.315.

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Popescu, Elvira, Philippe Trigano, and Costin Badica. "Adaptive Educational Hypermedia Systems: A Focus on Learning Styles." In EUROCON 2007 - The International Conference on "Computer as a Tool". IEEE, 2007. http://dx.doi.org/10.1109/eurcon.2007.4400580.

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Zhiyong Liu, Lei Liu, Hui Kang, and Shaochun Zhong. "Ontology-based user modeling for adaptive educational hypermedia system." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228465.

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