A novel model for web-based adaptive educational hypermedia systems: SAHM (supervised adaptive hypermedia model)

2010 ◽  
Vol 21 (1) ◽  
pp. 60-74 ◽  
Author(s):  
H. Tolga Kahraman ◽  
Seref Sagiroglu ◽  
İlhami Colak
Keyword(s):  
Adaptive Hypermedia ◽  
Web Based ◽  
Hypermedia Model ◽  
Novel Model ◽  
Educational Hypermedia

A Generic Adaptation Framework for Web-Based Hypermedia Systems

2008 ◽  
pp. 148-167
Author(s):  
Alexandros Paramythis ◽  
Constantine Stephanidis
Keyword(s):  
European Commission ◽  
Local Information ◽  
Lessons Learned ◽  
Adaptive Hypermedia ◽  
Web Based ◽  
Adaptive Hypermedia Systems ◽  
Future Work ◽  
Web Publishing

This chapter introduces a framework intended for facilitating the implementation of Web-based adaptive hypermedia systems. The framework is orthogonal to Web “serving” approaches, and poses only minimal requirements in that direction. As such, it can be easily integrated into existing, non-adaptive Web-publishing solutions. This chapter presents in detail several aspects of the framework, and provides an overview of its application in the European Commission-funded IST-1999-20656 PALIO project (“Personalised Access to Local Information and Services for Tourists”). Furthermore, it discusses some of the lessons learned from our work on the framework thus far, as well as what we consider the most likely directions of future work in the area.

A Generic Adaptation Framework for Web-Based Hypermedia Systems

2011 ◽  
pp. 80-103 ◽  
Author(s):  
Alexandros Paramythis ◽  
Constantine Stephanidis
Keyword(s):  
European Commission ◽  
Local Information ◽  
Lessons Learned ◽  
Adaptive Hypermedia ◽  
Web Based ◽  
Adaptive Hypermedia Systems ◽  
Future Work ◽  
Web Publishing

This chapter introduces a framework intended for facilitating the implementation of Web-based adaptive hypermedia systems. The framework is orthogonal to Web “serving” approaches, and poses only minimal requirements in that direction. As such, it can be easily integrated into existing, non-adaptive Web-publishing solutions. This chapter presents in detail several aspects of the framework, and provides an overview of its application in the European Commission-funded IST-1999-20656 PALIO project (“Personalised Access to Local Information and Services for Tourists”). Furthermore, it discusses some of the lessons learned from our work on the framework thus far, as well as what we consider the most likely directions of future work in the area.

An adaptive hypermedia model based on student's lexicon

2017 ◽  
Vol 34 (4) ◽  
pp. e12222 ◽  
Author(s):  
Pedro Salcedo ◽  
M. Angélica Pinninghoff ◽  
Ricardo Contreras ◽  
Jorge F. Figueroa
Keyword(s):  
Adaptive Hypermedia ◽  
Model Based ◽  
Hypermedia Model

scholarly journals Adaptive Web-Based Educational Hypermedia

Web Dynamics ◽  
2004 ◽  
pp. 387-410 ◽  
Author(s):  
Paul De Bra ◽  
Lora Aroyo ◽  
Alexandra Cristea
Keyword(s):  
Web Based ◽  
Educational Hypermedia

scholarly journals The application and evaluation of adaptive hypermedia techniques in Web-based medical education

2002 ◽  
Vol 10 (3) ◽  
Author(s):  
Muan Hong Ng ◽  
Wendy Hall ◽  
Pat Maier ◽  
Ray Armstrong
Keyword(s):  
Situated Learning ◽  
Learning Approach ◽  
Usability Study ◽  
Adaptive Hypermedia ◽  
Web Based ◽  
Web Based Learning ◽  
Use Of Technology ◽  
Interactive Environment ◽  
Evaluation Outcome ◽  
Learning Factors

This article discusses the design issues involved in delivering Web-based learning materials. An existing application in the medical domain - JointZone - is used to illustrate how personalization and an interactive environment can be incorporated into Web-based learning. This work applies the combination of an adaptive hypermedia, situated-learning approach and hypermedia linking concepts to facilitate online learning. A usability study was carried out on the work described and an evaluation was undertaken to measure the effect of personalization on various learning factors. The evaluation outcome was analysed subjectively and objectively. The results proved to be contradictory but, nevertheless, the work gives new insights into the use of technology to support learningDOI:10.1080/0968776020100303

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