This paper is devoted to evaluation of adaptive navigation support in educational context. We present an educational hypermedia system ISIS-Tutor that applies several ANS technologies -- adaptive annotation, adaptive hiding, and direct guidance -- and describe a study, which evaluates the first two technologies. The results show that adaptive navigation support is helpful and can reduce user navigation efforts

Abstract. In this paper we present an Adaptive Educational Hypermedia prototype, named INSPIRE. The approach employed in INSPIRE emphasizes the fact that learners perceive and process information in very different ways, and integrates ideas from theories of instructional design and learning styles. Our aim is to make a shift towards a more “learning-focused ” paradigm of instruction by providing a sequence of authentic and meaningful tasks that matches learners ’ preferred way of studying. INSPIRE, throughout its interaction with the learner, dynamically generates learner-tailored lessons that gradually lead to the accomplishment of learner’s learning goals. It supports several levels of adaptation: from full system-control to full learner-control, and offers learners the option to decide on the level of adaptation of the system by intervening in different stages of the lesson generation process and formulating the lesson contents and presentation. Both the adaptive and adaptable behavior of INSPIRE are guided by the learner model which provides information about the learner, such as knowledge level on the domain concepts and learning style. The learner model is exploited in multiple ways: curriculum sequencing, adaptive navigation support, adaptive presentation, and supports system’s adaptable behavior. An empirical study has been performed to evaluate the adaptation framework and assess learners ’ attitudes towards the proposed instructional design.

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There is a growing body of empirical evidence to suggest that users tend to make poor decisions in traditional educational systems as the navigational freedom given to the user leads to comprehension and orientation difficulties in the sense that users may become spatially disoriented, lose sight of educational objectives, skip important content, choose not to answer questions, look for stimulating rather than informative material or simply use the navigational features unwisely. Since the user population is relatively diverse, such traditional static hypermedia applications suffer from an inability to satisfy the heterogeneous needs of the many users. Moreover, with the growth of mobile and wireless communication allowed service providers to develop for users new ways of interactions through a variety of channels in an anyhow, anytime and anywhere manner, but developing also more demanding requirements. This paper makes an extensive reference to user profiling considerations. It underpins the emergence of the mobile and wireless technology and the “new ” user profiling requirements that arise, with visual, emotional and cognitive processing parameters incorporated. Eventually, it proposes an adaptive Web-based educational environment based on the user perceptual preference characteristics identified.

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(based on the 2001/2002 proposal)

Abstract: This paper introduces a new model of personalized usage of the internet that is based on technologies of user representation, artificial intelligence and semantic augmentation of the content. By taking advantage of internet’s unprecedented dynamics, compared to traditional media, this user representation model incorporates cognitive, mainly, psychology theories, combined with parameters that constitute more traditional approaches in user profiling (such as demographics, expertise, etc). The purpose of this research is to alleviate difficulties that massive approaches impose on areas such as education and information processing, by integrating intelligent adaptive characteristics into web applications; this can lead to a highly adapted to each user’s needs content and more effective, in our case, learning.