Relevant bibliographies by topics / Adaptive hypermedia

Academic literature on the topic 'Adaptive hypermedia'

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Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Adaptive hypermedia"

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De Bra, Paul, Peter Brusilovsky, and Geert-Jan Houben. "Adaptive hypermedia." ACM Computing Surveys 31, no. 4es (December 1999): 12. http://dx.doi.org/10.1145/345966.345996.

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Bailey, Christopher, Wendy Hall, David E. Millard, and Mark J. Weal. "Adaptive hypermedia through contextualized open hypermedia structures." ACM Transactions on Information Systems 25, no. 4 (October 2007): 16. http://dx.doi.org/10.1145/1281485.1281487.

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Tsandilas, T., and M. C. Schraefel. "Usable adaptive hypermedia systems." New Review of Hypermedia and Multimedia 10, no. 1 (June 2004): 5–29. http://dx.doi.org/10.1080/13614560410001728137.

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Brusilovsky, Peter, and Mark T. Maybury. "From adaptive hypermedia to the adaptive web." Communications of the ACM 45, no. 5 (May 2002): 30–33. http://dx.doi.org/10.1145/506218.506239.

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Jung, Hyosook, and Seongbin Park. "Authoring Adaptive Hypermedia using Ontologies." International Journal of Computers Communications & Control 7, no. 2 (September 20, 2014): 285. http://dx.doi.org/10.15837/ijccc.2012.2.1410.

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Federico, Pat-Anthony. "Hypermedia environments and adaptive instruction." Computers in Human Behavior 15, no. 6 (November 1999): 653–92. http://dx.doi.org/10.1016/s0747-5632(99)00044-8.

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Johnson, Andrew, and Farshad Fotouhi. "Adaptive clustering of hypermedia documents." Information Systems 21, no. 6 (September 1996): 459–73. http://dx.doi.org/10.1016/0306-4379(96)00023-3.

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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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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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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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Dissertations / Theses on the topic "Adaptive hypermedia"

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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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Scotton, Joshua D. "Supporting delivery of adaptive hypermedia." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57728/.

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Although Adaptive Hypermedia (AH) can improve upon the traditional one-size-fitsall learning approach through Adaptive Educational Hypermedia (AEH), it still has problems with the authoring and delivery processes that are holding back the widespread usage of AEH. In this thesis we present the development of the Adaptive Delivery Environment (ADE) delivery system and use the lessons learnt during its development along with feedback from adaptation specification authors, researchers and other evaluations to formalise a list of essential and recommended optional features for AEH delivery engines. In addition to this we also investigate how the powerful adaptation techniques recommended in the above list and described in Brusilovsky and Knutov’s taxonomies can be implemented in a way that minimises the technical knowledge of adaptation authors needed to use these techniques. As the adaptation functionality increases, we research how a modular framework for adaptation strategies can be created to increase the reusability of parts of an AH system’s overall adaptation specification. Following on from this, we investigate how reusing these modular strategies via a pedagogically based visual editor can enable adaptation authors without programming experience to use these powerful adaptation techniques.
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Khan, Javed Arif. "A visual adaptive authoring framework for adaptive hypermedia." Thesis, University of Warwick, 2018. http://wrap.warwick.ac.uk/111668/.

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In a linear hypermedia system, all users are offered a standard series of hyperlinks. Adaptive Hypermedia (AH) tailors what the user sees to the user's goals, abilities, interests, knowledge and preferences. Adaptive Hypermedia is said to be the answer to the 'lost in hyperspace' phenomenon, where the user has too many hyperlinks to choose from, and has little knowledge to select the most appropriate hyperlink. AH offers a selection of links and content that is most appropriate to the current user. In an Adaptive Educational Hypermedia (AEH) course, a student's learning experiences can be personalised using a User Model (UM), which could include information such as the student's knowledge level, preferences and culture. Beside these basic components, a Goal Model (GM) can represent the goal the users should meet and a Domain Model (DM) would represent the knowledge domain. Adaptive strategies are sets of adaptive rules that can be applied to these models, to allow the personalisation of the course for students, according to their needs. From the many interacting elements, it is clear that the authoring process is a bottleneck in the adaptive course creation, which needs to be improved in terms of interoperability, usability and reuse of the adaptive behaviour (strategies). Authoring of Adaptive Hypermedia is considered to be difficult and time consuming. There is great scope for improving authoring tools in Adaptive Educational Hypermedia system, to aid already burdened authors to create adaptive courses easily. Adaptation specifications are very useful in creating adaptive behaviours, to support the needs of a group of learners. Authors often lack the time or the skills needed to create new adaptation specifications from scratch. Creating an adaptation specification requires the author to know and remember the programming language syntax, which places a knowledge barrier for the author. LAG is a complete and useful programming language, which, however, is considered too complex for authors to deal with directly. This thesis thus proposes a visual framework (LAGBlocks) for the LAG adaptation language and an authoring tool (VASE) to utilise the proposed visual framework, to create adaptive specifications, by manipulating visual elements. It is shown that the VASE authoring tool along with the visual framework enables authors to create adaptive specifications with ease and assist authors in creating adaptive specifications which promote the "separation of concern". The VASE authoring tool offers code completeness, correctness at design time, and also allows for adaptive strategies to be used within other tools for adaptive hypermedia. The goal is thus to make adaptive specifications easier, to create and to share for authors with little or no programming knowledge and experience. This thesis looks at three aspects of authoring in adaptive educational hypermedia systems. The first aspect of the thesis is concerned with problems faced by the author of an adaptive hypermedia system; the second aspect is concerned with describing the findings gathered from investigating the previously developed authoring tools; and the final aspect of the thesis is concerned with the proposal, the implementation and the evaluation of a new authoring tool that improves the authoring process for authors with different knowledge, background and experience. The purpose of the new tool, VASE, is to enable authors to create adaptive strategies in a puzzle-building manner; moreover, the created adaptive strategies could be used within (are compatible with) other systems in adaptive hypermedia, which use the LAG programming language.
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Hothi, Jatinder. "Using an open hypermedia system to develop new techniques in adaptive hypermedia." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342659.

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Maile, Annette. "Adaptive Informationsaufbereitung." [S.l.] : Universität Stuttgart , Fakultät Informatik, 1996. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB6783386.

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Foss, Jonathan G. K. "Manual and automatic authoring for adaptive hypermedia." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/56270/.

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Adaptive Hypermedia allows online content to be tailored specifically to the needs of the user. This is particularly valuable in educational systems, where a student might benefit from a learning experience which only displays (or recommends) content that they need to know. Authoring for adaptive systems requires content to be divided into stand-alone fragments which must then be labelled with sufficient pedagogical metadata. Authors must also create a pedagogical strategy that selects the appropriate content depending on (amongst other things) the learner's profile. This authoring process is time-consuming and unfamiliar to most non-technical authors. Therefore, to ensure that students (of all ages, ability level and interests) can benefit from Adaptive Educational Hypermedia, authoring tools need to be usable by a range of educators. The overall aim of this thesis is therefore to identify the ways that this authoring process can be simplified. The research in this thesis describes the changes that were made to the My Online Teacher (MOT) tool in order to address issues such as functionality and usability. The thesis also describes usability and functionality changes that were made to the GRAPPLE Authoring Tool (GAT), which was developed as part of a European FP7 project. These two tools (which utilise different authoring paradigms) were then used within a usability evaluation, allowing the research to draw a comparison between the two toolsets. The thesis also describes how educators can reuse their existing non-adaptive (linear) material (such as presentations and Wiki articles) by importing content into an adaptive authoring system.
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Fineblum, Michelle Ann. "Adaptive presentation styles for dynamic hypermedia scripts." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/66337.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1991.
Title as it appears in the M.I.T. Graduate List, Sept. 1991: Adaptable presentation styles in dynamic hypermedia scripts.
Includes bibliographical references (leaves 62-65).
by Michelle Ann Fineblum.
M.S.
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Brown, Elizabeth. "The use of learning styles in adaptive hypermedia." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10577/.

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Computer-based learning has become a common phenomenon in the modern age. Many distance-learning systems distribute educational resources on the Internet and indeed entire study programmes are now widely available online. Such a large amount of content and information can be intimidating to learners, who may exhibit different individual characteristics, such as variation in goals, interests, motivation and/or learning preferences. This suggests that a uniform approach taken by learning environments to deliver materials and resources to students is not appropriate and that personalisation of such materials/resources should address users' differences to provide a customised learning experience, thus enhancing its effectiveness, lowering drop-out rates and maintaining high student motivation. This thesis addresses the latter issue of learning preferences, specifically investigating learning styles as an adaptation mechanism for personalised computer-based learning. A number of previous studies indicated the positive effect that this kind of adaptation provides, but under closer examination these were not conducted in a scientifically rigorous manner and thus their findings are somewhat limited. This research utilises a quantitative and highly objective approach to investigate visual/verbal and sequential/global learning styles in different user groups. Three user trials were carried out to discover whether there were any benefits to using these learning styles for studying in an adapted environment. Overall, no statistically significant benefits were found and these findings now shed doubt as to whether learning styles are indeed an effective mechanism for personalised learning.
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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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Robin, Laura Hallie. "Personalizing hypermedia : the role of adaptive multimedia scripts." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/35354.

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Books on the topic "Adaptive hypermedia"

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Brusilovsky, Peter. Adaptive Hypertext and Hypermedia. Dordrecht: Springer Netherlands, 1998.

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Brusilovsky, Peter, Alfred Kobsa, and Julita Vassileva, eds. Adaptive Hypertext and Hypermedia. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-0617-9.

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Wade, Vincent P., Helen Ashman, and Barry Smyth, eds. Adaptive Hypermedia and Adaptive Web-Based Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11768012.

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De Bra, Paul M. E., and Wolfgang Nejdl, eds. Adaptive Hypermedia and Adaptive Web-Based Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/b99480.

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Nejdl, Wolfgang, Judy Kay, Pearl Pu, and Eelco Herder, eds. Adaptive Hypermedia and Adaptive Web-Based Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-70987-9.

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Brusilovsky, Peter, Oliviero Stock, and Carlo Strapparava, eds. Adaptive Hypermedia and Adaptive Web-Based Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-44595-1.

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De Bra, Paul, Peter Brusilovsky, and Ricardo Conejo, eds. Adaptive Hypermedia and Adaptive Web-Based Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47952-x.

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De Bra, Paul M. E., 1959-, Brusilovsky Peter, and Conejo Ricardo, eds. Adaptive hypermedia and adaptive Web-based systems: Second International Conference, AH 2002, Málaga, Spain, May 29-31, 2002 : proceedings. Berlin: Springer, 2002.

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Bra, Paul M. E. de, 1959- and Nejdl W. 1960-, eds. Adaptive hypermedia and adaptive Web-based systems: Third International Conference, AH 2004, Eindhoven, the Netherlands, August 23-26, 2004 : proceedings. Berlin: Springer, 2004.

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Adaptive hypertext and hypermedia. Dordrecht: Kluwer Academic, 1998.

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Book chapters on the topic "Adaptive hypermedia"

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De Bra, P. "Adaptive Hypermedia." In Handbook on Information Technologies for Education and Training, 29–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-74155-8_2.

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Oberlander, Jon. "Adapting NLP to Adaptive Hypermedia." In Lecture Notes in Computer Science, 20. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11768012_3.

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Bailey, Christopher, Wendy Hall, David E. Millard, and Mark J. Weal. "Towards Open Adaptive Hypermedia." In Lecture Notes in Computer Science, 36–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47952-x_6.

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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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Kaplan, Craig A., James R. Chen, and Justine R. Fenwick. "Adaptive Hypertext Navigation Based On User Goals and Context." In Adaptive Hypertext and Hypermedia, 45–69. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-0617-9_2.

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Boyle, Craig, and Antonio O. Encarnacion. "Metadoc: An Adaptive Hypertext Reading System." In Adaptive Hypertext and Hypermedia, 71–89. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-0617-9_3.

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Beaumont, Ian H. "User Modelling in the Interactive Anatomy Tutoring System ANATOM-TUTOR." In Adaptive Hypertext and Hypermedia, 91–115. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-0617-9_4.

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Hohl, Hubertus, Heinz-Dieter Böcker, and Rul Gunzenhäuser. "Hypadapter: An Adaptive Hypertext System for Exploratory Learning and Programming." In Adaptive Hypertext and Hypermedia, 117–42. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-0617-9_5.

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Höök, Kristina, Jussi Karlgren, Annika Wærn, Nils Dahlbäck, Carl Gustaf Jansson, Klas Karlgren, and Benoît Lemaire. "A Glass Box Approach to Adaptive Hypermedia." In Adaptive Hypertext and Hypermedia, 143–70. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-0617-9_6.

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Mathé, Nathalie, and James R. Chen. "User-Centered Indexing for Adaptive Information Access." In Adaptive Hypertext and Hypermedia, 171–207. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-0617-9_7.

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Conference papers on the topic "Adaptive hypermedia"

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De Bra, Paul, Peter Brusilovsky, John Eklund, Wendy Hall, and Alfred Kobsa. "Adaptive hypermedia (panel)." In the tenth ACM Conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/294469.294902.

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Knutov, Evgeny, Paul De Bra, and Mykola Pechenizkiy. "Provenance meets adaptive hypermedia." In the 21st ACM conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1810617.1810634.

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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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De Bra, Paul, Ad Aerts, Bart Berden, Barend de Lange, Brendan Rousseau, Tomi Santic, David Smits, and Natalia Stash. "AHA! The adaptive hypermedia architecture." In the fourteenth ACM conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/900051.900068.

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Medina-Medina, Nuria, Lina Garcia-Cabrera, J. Jesús Torres-Carbonell, and José Parets-Llorca. "Evolution in adaptive hypermedia systems." In the international workshop. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/512035.512044.

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Khan, Mohd Javed, and K. Mustafa. "An Adaptive Hypermedia Instructional Framework." In 2016 2nd International Conference on Applied and Theoretical Computing and Communication Technology (iCATccT). IEEE, 2016. http://dx.doi.org/10.1109/icatcct.2016.7911970.

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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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Bonfigi, Maria Elena, Giorgio Casadei, and Paola Salomoni. "Adaptive intelligent hypermedia using XML." In the 2000 ACM symposium. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/338407.338689.

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Cristea, Alexandra. "Evaluating adaptive hypermedia authoring while teaching adaptive systems." In the 2004 ACM symposium. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/967900.968089.

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Francisco-Revilla, Luis, and Alvaro Figueira. "Adaptive spatial hypermedia in computational journalism." In the 23rd ACM conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2309996.2310050.

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