Currently, adaptive educational hypermedia systems (AEHS) are described with nonuniform methods, depending on the specific view on the system, the application, or other parameters. There is no common language for expressing functionality of AEHS, hence these systems are difficult to compare and analyze. In this paper we investigate how a logical description can be employed to characterize adapt...

Educational Adaptive Hypermedia Applications (EAHA) provide personalized views on the learning content to individual learners. They also offer adaptive sequencing (navigation) over the learning content based on rules that stem from the user model requirements and the instructional strategies. EAHA are gaining the focus of the research community as a means of alleviating a number of user problem...

Adaptive hypermedia is the answer to the "lost in hyperspace" syndrome, where the user has normally too many links to choose from, and little knowledge about how to proceed and select the most appropriate ones to him/her. Adaptive hypermedia thus offers a selection of links or content most appropriate to the user. Until very recently, little attention has been given to the complex task of autho...

Educational Adaptive Hypermedia Applications (EAHA) provide personalized views on the learning content to individual learners. They also offer adaptive sequencing (navigation) over the learning content based on rules that stem from the user model requirements and the instructional strategies. EAHA are gaining the focus of the research community as a means of alleviating a number of user problem...

While using the Web-based hypermedia courseware the students need navigational help to find their way through the learning material. Otherwise, they could get “lost in hyperspace”. In this paper we describe our approach developing Web-based adaptive educational hypermedia systems (AEHS) with the emphasis on adaptive navigation support. Our goal is to develop an AEHS, which would restrict the st...

It is important that all pedagogical design decisions in educational learning environments are made explicit to the educator. However, implicit assumptions affecting or even contradicting the “official” pedagogical method may unbeknownst slip into the design. We discuss a concrete problem in the area of adaptive hypermedia systems related to the notion of a prerequisite. Prerequisites are frequ...

This paper describes the design and development of an Adaptive Educational System (AES) that includes accommodations for cognitive styles in order to improve student interactions and learning outcomes. Although, cognitive styles are one of the several important factors to be considered from designers and instructors of hypermedia-based courseware, little research has been done regarding the ada...

Adaptive e-learning systems try to improve teaching processes on Internet by providing different educational content and activities for different learners. Modern tendencies of adaptation require usage of learning styles on student grouping. Main idea of adaptive e-learning applications is to use a different pedagogical approach for each of these groups. This paper presents a software module ca...

Adaptive Educational Hypermedia Systems aim to increase the functionality of hypermedia by making it personalised to individual learners. The adaptive dimension of these systems mainly supports knowledge communication between the system and the learner by adapting the content or the appearance of hypermedia to the knowledge level, goals and other characteristics of each learner. The main object...