Despite the fact that adaptive hypermedia techniques have proven their ability to provide user guidance and orientation in hyperspace, we do not currently see the widespread adoption of these techniques. A couple of reasons may explain this phenomenon. One of them is the current lack of re-usability and interoperability between adaptive techniques/systems, which – to some degree – originates in...

This document is a survey in the research area of User Modeling (UM) for the specific field of Adaptive Learning. The aims of this document are: To define what it is a User Model; To present existing and well known User Models; To analyze the existent standards related with UM; To compare existing systems. In the scientific area of User Modeling (UM), numerous research and developed systems alr...

After more than ten years of research aiming at defining methods and techniques to deliver personalized instruction, Adaptive Educational Hypermedia Systems have not made the jump into real practice systems. Reasons for this include the complexity of their development, their use of exclusive methods for defining adaptivity and educational elements, and their lack of interoperation amongst cours...

Adaptive link annotation is a popular adaptive navigation support technology. Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcome, reduce navigation overhead, and encourage nonsequential navigation. In this paper we present our study of a rather unknown effect of adaptive annotation...

Authoring in adaptive educational hypermedia environment is complex activity. In order to promote a wider application of this technology, the teachers and course designers need specific methods and tools for supporting their work. In that sense, data mining is a promising technology. In fact, data mining techniques have already been used in E-learning systems, but most of the times their applic...

Adaptive Hypermedia (AH) can be considered the solution to the problems arising from the “one-size-fits-all” approach to information delivery prevalent throughout the WWW today. Adaptive Educational Hypermedia (AEH) aims to deliver educational content appropriate to each learner, adapted to their preference and educational background. The development of AEH authoring tools has lagged behind tha...

Web-based distance learning is becoming increasingly prevalent as the Internet permeates every aspect of our culture, and many educational content management systems are now in use on the web. However, learners’ experiences of these systems are almost invariably static, with information being delivered regardless of their background or knowledge. Due to variation between learners’, it is sugges...

In this paper neuro-fuzzy synergism is applied to implement content sequencing in adaptive hypermedia systems. The level of understanding of the learner is used to construct lessons adapted to the learner’s knowledge goals and level of expertise on the domain concepts s/he has already studied. The learner’s evaluation is based on defining appropriate fuzzy sets and relate learner’s response wit...

In this paper, we present a comprehensive framework for assessment, developed through the web-based module named PASS-Personalized ASSessment, which can be integrated in an Adaptive Educational Hypermedia System to provide personalized assessment. PASS estimates learner’s performance through multiple assessment options pre-test, self-assessment and summative assessment tailored to learner’s res...

-Adaptive link annotation is a popular adaptive navigation support technology. Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. In this paper, we present our exploration of a less known effect of adaptive an...