A number of studies in traditional class based education show that students whose learning styles match with the instructional approach “tend to retain information longer, apply it more effectively, and have more effective post course attitudes towards the subject than do their counterparts who experience learning/teaching mismatch. Thus, the goals of a “good instructor” should be both to adapt...

Adaptive navigation support can be of great help in large hypermedia systems supporting learners as well as users searching for specific information. A wide variety of adaptive mechanisms have been implemented in existing adaptive hypermedia systems that provide better and better suggestions to the user what hyperlinks to follow. We suggest that adaptive navigation support should scaffold a lea...

Traditional adaptive hypermedia systems have focused on providing adaptation functionality on a closed corpus, while Web search interfaces have delivered non-personalized information to users. In this paper, we show how we integrate closed corpus adaptation and global context provision in a Personal Reader environment. The local context consists of individually optimized recommendations to lear...

Adaptive Educational Hypermedia Systems provide personalized educational content to learners. However most of them do not support the functionality of Learning Management Systems (LMS) and the reusability of their courses is hard work. On the other hand some LMS support SCORM specifications but do not provide adaptive features. This article presents ProPer, a LMS that conforms to SCORM specific...

Adaptivity has proven successful in reducing navigation and comprehension problems in hypermedia documents. Authoring of adaptive hypermedia documents and especially of the adaptivity in these documents has been problematic or at least labour intensive throughout AH history. This paper shows how the integration of a CMS with an adaptive framework greatly simplifies the inclusion of personalizat...

Adaptive learning support for learners becomes very important in the context of increasing re-use of resources from heterogeneous and distributed learning repositories. This paper presents OrPAF, an Adaptive Educational Hypermedia (AEHS) and web-based System which integrates semantic web models and technologies in order to achieve interoperability with e-learning systems. The key feature of OrP...

The ability to create pedagogically driven, activity oriented personalized eLearning is a key factor in the success of future eLearning. The ability to empower course developers with intuitive environments which provide pedagogic, subject matter, activity and personalization support during the process of creating a personalized course is fundamental to the adoption of adaptive educational hyper...

This paper presents a Web-based educational hypermedia system, called ALICE, and focuses on the evaluation of its adaptive features. The system builds on the concept domain model and includes the elements of knowledge uncertainty in the process of user modelling. The two models are used for adapting system’s navigation support to an individual user; link annotation, direct guidance and link ins...

Adaptive Hypermedia Educational Systems, AHES, represent an emerging technology that provides a unique advantage over traditional Web-based Educational Systems; that is the ability to adapt to the user's needs, goals, preferences etc. These systems are increasingly becoming part of mainstream education, yet there does not exist a disciplined way of designing them most of the development is ad-h...