Contrary to system-controlled multimedia learning environments, hypermedia systems are characterized by a high level of interactivity. This interactivity is referred to as learner control in the respective literature. For several reasons this learner control is seen as a major advantage of hypermedia for learning and instruction. For instance, learner control might increase students’ interest a...

A hypermedia application offers its users a lot of freedom to navigate through a large hyperspace. The rich link structure of the hypermedia application can not only cause users to get lost in the hyperspace, but can also lead to comprehension problems because users read information in an order not foreseen by the author. Adaptive hypermedia systems (or AHS for short) aim at overcoming these pr...

Adaptive Hypermedia Systems are capable of delivering personalized learning content to learners across the WWW. Learning Environments provide interfaces and support services to aid tutors in course construction and aid learners in navigating those courses. However, most Learning Environments deliver content sourced from local repositories. This content tends not to offer adaptive features that ...

This paper presents an object-oriented approach to specifying the user interface of a hypermedia application using the Abstract Data Views (ADVs) concept. We discuss ADVs in the context of an object-oriented hypermedia design method (OOHDM) showing how to specify the interface aspects of hypermedia objects including nodes, links and access structures such as indexes and guided tours using high-...

Having the content of a presentation adapt to the needs, resources and prior activities of a user can be an important benefit of electronic documents. While part of this adaptation is related to the encodings of individual data streams, much of the adaptation can/should be guided by the semantics in and among the objects of the presentation. The semantics involved in having hypermedia presentat...

The paper describes adaptive methods developed in the area of adaptive educational hypermedia according to a simple taxonomy schema based on three dimensions: What components of the educational system are adapted? To what features of the user and the current context does the system adapt? Why does the system adapt? Based on this taxonomy several classical methods of adaptive educational hyperme...

Adaptive Educational Hypermedia (AEH) is very time consuming and complex to produce. Moreover, with the rapid rate of AEH development, content generated within a given system can become outdated very rapidly. Both of these contribute to the slow uptake of AEH outside of the research community. We consider interoperability between AEH systems to be an important part of the solution to this probl...

The goal of this research is to define a semi-automated method called Applying Patterns to Hypermedia Instructional Design (APHID) for the development of instructional hypermedia applications using established software engineering and instructional design principles. Resulting applications are evaluated using techniques common to user modelling and adaptive hypermedia. 1 Applying Patterns to Hy...

A hypermedia system is a network of nodes and links where nodes keep information and links make associations between relevant nodes. In a typical hypermedia system, authors need to create links manually which results in two problems: firstly, the system is passive; secondly, unlinked information is inaccessible. This inflexible behaviour restricts the usability of hypermedia systems and introdu...