De Bra, P. and L. Calvi, AHA! An open Adaptive Hypermedia Architecture, in The New Review of Hypermedia and Multimedia. 1998, Taylor Graham. p. 115-139.  Home/Search   Document Not in Database   Summary   Related Articles   Check

....the condition prf:ImageCapable=Yes in Figure 7) and the dynamic adaptation (adaptivity) based on the user model that changes during the browsing the presentation. AHAM (Adaptive Hypermedia Application Model) 6] is used as a reference model for adaptivity in Hera. Its implementation uses AHA [5]. AHAM defines in the Storage layer the following three models for which we describe how (using AHA ) this is represented in Hera: The Domain Model (DM) defines the concepts used for adaptivity. In Hera it consists of concepts slices from the CM and AM. The User Model (UM) defines user ....

P. De Bra and L. Calvi. Aha! an open adaptive hypermedia architecture. The New Review of Hypermedia and Multimedia, Taylor Graham Publishers, pages 115--139, 1998.

....inferred to be already learned as well. orange ball with tick known the learner marked the concept as known without solving the test set crossed orange ball We argue that it is insufficient to assess the current knowledge by looking at the visited pages as most adaptive systems do (e.g. AHA [5] or Interbook [4] An explicit assessment with sets of test items provides a much more reliable user model and might thus support better and adequate adaptations of the interface. 2.3 Adaptation Decision Based on this inferred individual learning state NetCoach adapts its interface in two ways. ....

Paul de Bra and Licia Calvi. AHA! An open adaptive hypermedia architecture. The New Review of Hypermedia and Multimedia, 4:115--139, 1998.

....of knowledge, interests, preferences etc. Techniques include adaptive link sorting, adaptive link hiding, direct guidance, adaptive link annotation and generation, and adaptive navigation maps. Obviously, the knowledge about a user is very important in such adaptive systems. The systems like AHA [4], ELM ART [26] SQL Tutor [21] or KBS Hyperbook [12] have introduced personalized navigation and content presentation based on the knowledge the user has. SQL Tutor also adapts navigation and presentation according to the history of previous sessions (problems solved, etc. In an open ....

BRA, P. D., AND CALVI, L. AHA!: An open adaptive hypermedia architecture. The New Review of Hypermedia and Multimedia 4 (1998), 115--139.

....such as writing programs or translating texts. General application systems are systems that can provide and manage information of any type, whatever its application area is. Some of them can be considered as a generalization of the specific application ones. This is the case of Arthur [6] and AHA [7]. The later system can also include specific functionalities along with the contents, with no control over the behaviour inside them. The developers of this kind of systems generally provide a methodology for the hyperspace design, and tools that support the inclusion of contents to be presented ....

....node available. Each fragment is a little piece of information that can be part of a bigger document. The difference between a document and a fragment is that documents are directly presented to the users, while fragments can be concatenated to make up a document. In some systems, such as AHA [7] or C Book [3] there is only one document associated to each node, but it contains several content fragments along with additional information for each of them. This information consists of conditions that will be evaluated for deciding whether the fragment will be incorporated to the document ....

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de Bra P. and Calvi L. AHA! An open Adaptive Hypermedia Architecture. The New Review of Hypermedia and Multimedia, Vol. 4, Taylor Graham Publishers, 1998. 115-139.

....for concept based Web courseware. Looking from another perspective, Web based education cannot limit itself to a fixed scheme of one author with one audience anymore. Concerning the latter, one of the hot issues discussed by the research community is that learning has to be custom designed [7,9,11], to take into consideration the cognitive (learning) styles, the psychological predilections, the motivational aspects, the cultural backgrounds of the targeted students, the environmental influences, etc. However, if we look at authoring under the above requirements, each course would have to be ....

P. De Bra, & L. Calvi, AHA! An open Adaptive Hypermedia Architecture, The New Review of Hypermedia and Multimedia, 4, 1998, 115-139.

....was to support authors in creating and linking frames. The second generation was the multimedia courseware [4,10] based on the same principles but allowing multi modality in material presentation thus significantly improving content presentation. The third generation was the hypermedia courseware [6,9]. The novelty was to remove the constraints of predefined paths in the learning material. In adaptive educational hypermedia [7,11] a student could browse and explore e book links and pages by following an adaptable knowledge path. However, frames were still locally stored documents. Nowadays, ....

De Bra, P. & Calvi, L. (1998). AHA! An open Adaptive Hypermedia Architecture, The New Review of Hypermedia and Multimedia, 4, 115-139.

....ready and that are required to complete the course. Chapters that are assumed to be learned are skipped. Thus, the pretests provide an easy way to guide users to those chapters that they should learn. Other adaptation techniques that use the same information would be possible (e.g. link hiding [1] or changing the adaptation method [5] but are not implemented in NetCoach. 3 Evaluation The pretest mechanism of NetCoach has been evaluated with the so called HTML Tutor. This online course introduces to publishing on the web and programming HTML. We (a) b) Fig. 1. a) Duration of ....

P. De Bra and L. Calvi. AHA! An open adaptive hypermedia architecture. The New Review of Hypermedia and Multimedia, 4:115--139, 1998.

....receive more detailed and deep information, while novices receive more additional explanation. Adaptive presentation is very important in WWW context where the same page has to suit to very different students. Only two Web based AES implement full fledged adaptive presentation: PT [28] and AHA [16]. Both these systems apply a flexible but low level conditional text technique. Some other systems use adaptive presentation is special contexts. Medtec [19] is able to generate adaptive summary of book chapters. MetaLinks can generate a special preface to a content page depending on where the ....

....and ITS functionality System Ref. Adaptive sequencing Adaptive InterBook [9] Page Annotation Some AST [46] Course Annotation Some ADI [43] Course ART Web [52] Course, 9 ACE [45] Course Annotation Some Remedial Multimedia System [4] Course, remedial Hiding PT [28] Hiding Yes AHA [16] Annotation Yes WEST KBNS [18] Annotation MetaLinks [33] Page Some (intro) KBS Hyperbook [23] Course Annotation Table 2 Adaptive and intelligent technologies in Web based adaptive hypermedia systems Problem solving Intelligent solution CALAT [35] Course, remedial Medtec [19] Tasks Manic ....

De Bra, P. and Calvi, L.: AHA! An open Adaptive Hypermedia Architecture. The New Review of Hypermedia and Multimedia 4 (1998) 115-139

.... and described according to Brusilovskys overview [16] The main focus in the evaluation of adaptive methods within ACE is on methods of adaptive navigation support, which is one of the most popular methods in current adaptive hypermedia systems like ELM ART II [9] INTERBOOK [10] or AHA [17]. Motivated by empirical results the adaptation of adaptive methods has been integrated in ACE, i.e. for example the adaptive annotation of hyperlinks can be adapted to several changing characteristics of learners (knowledge, interests, history) On the one hand this allows authors of adaptive ....

....prerequisites) are presented with a red ball, recommended concepts are annotated with a green ball, and hyperlinks to units that are not recommended but have no lacking prerequisites are shown with an orange ball. Implementations of adaptive annotation can be found in different variants in [9, 17, 26, 27]. Furthermore also several experimental studies [28, 29] have investigated on the effects of these variations. The current form of adaptive annotation implemented in ACE [19] showed to increase learning speed and that students gain a better understanding of learned contents when combined with ....

De Bra, P. and L. Calvi, AHA! An open Adaptive Hypermedia Architecture. New Review of Hypermedia and Multimedia, 1998. (this issue).

....links yes adaptive navigation maps yes adaptive text presentation yes yes 5.2 Adaptivity Features of Authoring Systems Several other authoring systems aim at delivering adaptive web based courses. We selected four of them to highlight the strengths and weaknesses of adaptivity in NetCoach: AHA (De Bra Calvi, 1998), ECSAIWeb (Sanrach Grandbastien, 2000) Interbook (Brusilovsky, Eklund, Schwarz, 1998) and MetaLinks (Murray, Shen, Piemonte, Condit, Thibedeau, 2000) See Table 2 for a comparison of the user s features that the systems adapt to and the methods that are used for adaptation. The ....

De Bra, P., & Calvi, L. (1998). AHA! An open adaptive hypermedia architecture. The New Review of Hypermedia and Multimedia, 4, 115--139.

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De Bra, P. and Calvi, L., AHA! An open Adaptive Hypermedia Architecture. The New Review of Hypermedia and Multimedia, vol. 4, pp. 115-139, Taylor Graham Publishers, 1998.

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P. De Bra and I. Calvi. Aha! an open adaptive hypermedia architecture. The New Review of Hypertext and Multimedia, 4:115--139, 1998.

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P. De Bra and I. Calvi. Aha! an open adaptive hypermedia architecture. The New Review of Hypertext and Multimedia, 4:115--139, 1998.

....(http: wwwis.win.tue.nl ah ) and of the Adaptive Hypermedia mailing list. A general framework for adaptive hypermedia has been developed (AHAM [34] and a prototype adaptive Web based system that is used for courses and online information systems (the worldrenown AHA system) is already available [3,12,13,14]. The main adaptation techniques that were introduced are link hiding and conditional inclusion of fragments. University of Twente (UT) Faculty of Educational Science and Technology (The Netherlands) pioneer in the use of technology in teaching and research, gave one of the first courses in ....

P. De Bra, L. Calvi, AHA! An open Adaptive Hypermedia Architecture, The New Review of Hypermedia and Multimedia, 1998, 115-139.

....version of AHA . 2 The AHA system AHA [1] is a well known system, one of the pioneers of adaptive hypermedia (with its first version developed in 1996 97) which became almost a benchmark for the domain. One of the co authors was involved in the research and development from the very beginnings [7], while the other is involved in supervising the project towards new developments since the support received from the NL foundation. The power and popularity of AHA lies on the fact that it is very simple. However, this simplicity can have drawbacks, as shown in Figure 1: if the system ....

De Bra, P., Calvi, L.: AHA! An open Adaptive Hypermedia Architecture. The New Review of Hypermedia and Multimedia (1998) 115-139

....must be generalized to value for a user model attribute. As such a concept need not represent domain knowledge, and the attribute may represent any kind of property, not necessarily knowledge. As such, the applications an adaptive system must deal with may not satisfy the two properties above. In [DC98] we presented a first version of the AHA system, which allows applications to violate the first property: the condition for including or providing access to a piece of information may include negations. Thus, still in educational terminology, learning about a concept may make another concept ....

De Bra, P., Calvi., L., AHA! An Open Adaptive Hypermedia Architecture, The New Review of Hypermedia, 1998.

....some prerequisites and inhibitors) AHAM allows relationships between a (longer) sequence of concepts, in order to be able to describe features like guard fields in Storyspace. Also note that some AHS may represent the concept hierarchy through a part of concept relationship type. The AHA system [6] for instance does not treat the concept hierarchy differently from other concept relationship types. We will also use part of in some examples in this paper. The user model A user model (UM) consists of named entities for which we store a number of attribute value pairs. For each entity there ....

....for dynamic content like a ranked list of links. Truly generated content is not dealt with explicitly as it is considered part of the within component layer. It optionally offers a (very simple programming) language for describing new page selectors and constructors. For instance, in AHA [6] a page constructor consists of simple commands for the conditional inclusion of fragments. AHA has no language for describing page selectors. It only supports links to pages, not to composite concepts. It performs adaptation by executing the page selectors and constructors. This means ....

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De Bra, P., Calvi, L. AHA! An open Adaptive Hypermedia Architecture. The New Review of Hypermedia and Multimedia, pp. 115-139, 1998.

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De Bra, P. and L. Calvi, AHA! An open Adaptive Hypermedia Architecture, in The New Review of Hypermedia and Multimedia. 1998, Taylor Graham. p. 115-139.

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Bra, P. D., and Calvi, L. Aha! an open adaptive hypermedia architecture. New Review of Hypermedia and Multimedia 4 (1998), 115--139.

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De Bra, P., Calvi, L.: AHA! An open Adaptive Hypermedia Architecture. The New Review of Hypermedia and Multimedia, 4. Taylor Graham Publishers, 1998, 115-139.

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De Bra, P. and Calvi, L., AHA! An open Adaptive Hypermedia Architecture. The New Review of Hypermedia and Multimedia, vol. 4, pp. 115-139, Taylor Graham Publishers, 1998.

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De Bra, P. and Calvi, L. AHA! An open Adaptive Hypermedia Architecture. The New Review of Hypermedia and Multimedia, 1998, 115-139.

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P. de Bra and L. Calvi. AHA! - An open adaptive hypermedia architecture. The New Review of Hypermedia and Multimedia, 4:115-139, 1998.

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De Bra, P. and Calvi, L. AHA! An open Adaptive Hypermedia Architecture. The New Review of Hypermedia and Multimedia, 1998, 115-139.

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De Bra, P. and Calvi, L. AHA! An open Adaptive Hypermedia Architecture. The New Review of Hypermed ia and Multimedia, vol. 4, Taylor Graham Publishers, 1998,115-139.

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De Bra, P. & Calvi, L. (1998). AHA! An open Adaptive Hypermedia Architecture . The New Review of Hypermedia 4, 115 -- 139.

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de Bra, P., Calvi, L.: Aha! an open adaptive hypermedia architecture. The New Review of Hypermedia and Multimedia 4 (1998) 115--139

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DE BRA, P., and CALVI, L.: AHA! An Open Adaptive Hypermedia Architecture. In this issue.

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