By Elisabeth André (auth.), Peter Brusilovsky, Oliviero Stock, Carlo Strapparava (eds.)
This publication constitutes the refereed complaints of the 1st foreign convention on Adaptive Hypermedia and Adaptive Web-Based platforms, AH 2000, held in Trento, Italy, in August 2000.
The 22 revised complete papers offered including 35 brief papers have been conscientiously reviewed and chosen from fifty five submissions. one of the themes coated are hypertext, consumer modeling, computing device studying, common language iteration, details retrieval, clever tutoring platforms, cognitive technological know-how, web-based schooling, etc.
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Extra resources for Adaptive Hypermedia and Adaptive Web-Based Systems: International Conference, AH 2000 Trento, Italy, August 28–30, 2000 Proceedings
This clearly relates to the complexity of the task at hand, but also reveals a number of persistent problems for the domain of AH. First, although personalization could solve a large number of human-hypertext interaction problems, in many cases individuals do not hold the requisite knowledge to solve certain retrieval problems. This knowledge might, on the other hand, be collectively present. For example, a user searching for information, within a domain he or she is quite unfamilar with, may beneﬁt more from the aggregated knowledge of other users that are familiar with the domain than from a personalized interface.
Can all be expected to interact strongly . AH systems will only with great diﬃculty be able to base their adaptivity on eﬀectively isolating any of these factors. 2 The Interaction Perspective The mentioned problems associated with the implementation and evaluation of AH systems have prompted the development of the presented system which addresses the above described issues: how can we agregate the collective knowledge of a group of users and use it to improve and personalize the experience of individual users?
While knowledge about curriculum structure is available a priori, knowledge about each student is gained dynamically during the course through interaction. The main adaptation capability of the system is the navigation. The same pages of the tutorial provide different navigation possibilities, customized navigation links and buttons, depending on the student’s profile (page variants). The evaluation methodology defines how knowledge about the student is to be gained and recorded. Two options were considered in STIA for evaluation: multiple choice tests or interactive problems (figure 3).
Adaptive Hypermedia and Adaptive Web-Based Systems: International Conference, AH 2000 Trento, Italy, August 28–30, 2000 Proceedings by Elisabeth André (auth.), Peter Brusilovsky, Oliviero Stock, Carlo Strapparava (eds.)