Personalized Educational Hypermedia

2012 ◽  
Keyword(s):  
Educational Hypermedia

Integration of Pedagogical Videos As Learning Object In An Adaptive Educational Hypermedia Systems According To The Learner Profile

2021 ◽  
Vol 69 (6) ◽  
pp. 1-6
Author(s):  
Chelliq Ikram ◽  
Erradi Mohamed ◽  
Aammou Souhaib ◽  
Khaldi Mohamed
Keyword(s):  
Learning Object ◽  
Learner Profile ◽  
Educational Hypermedia

Adaptive Educational Hypermedia Proposal Based on Learning Styles and Quality Evaluation

2004 ◽  
pp. 316-319 ◽  
Author(s):  
Marcela Prieto Ferraro ◽  
Helmut Leighton Álvarez ◽  
Francisco García Peñalvo
Keyword(s):  
Learning Styles ◽  
Quality Evaluation ◽  
Educational Hypermedia

Fuzzy Inference for Student Diagnosis in Adaptive Educational Hypermedia

2002 ◽  
pp. 191-202 ◽  
Author(s):  
Maria Grigoriadou ◽  
Harry Kornilakis ◽  
Kyparisia A. Papanikolaou ◽  
George D. Magoulas
Keyword(s):  
Fuzzy Inference ◽  
Educational Hypermedia

From Non-Adaptive to Adaptive Educational Hypermedia

2006 ◽  
pp. 302-330 ◽  
Author(s):  
Michael J. Jacobson
Keyword(s):  
Learner Modeling ◽  
Design Elements ◽  
Learning Agent ◽  
Rigorous Research ◽  
Adaptive Hypermedia Systems ◽  
Hypermedia Design ◽  
Learning Efficacy ◽  
Research Findings ◽  
Theory Research ◽  
Educational Hypermedia

In this chapter, it is argued that research involving adaptive educational hypermedia will be advanced by attention to two main areas: (a) the articulation of principled design features for adaptive hypermedia systems and (b) rigorous research documenting the learning efficacy of particular design approaches for different domains and learner groups. As an example of design and research in these two areas, a case study of a program of hypermedia research related to the knowledge mediator framework (KMF) is provided. First, a discussion of non-adaptive KMF hypermedia design elements and learning tasks is provided, followed by a short overview of the research findings from studies involving the use of different KMF systems. Next, current efforts are discussed to create adaptive KMF hypermedia using a learning agent module that employs semantic assessment and learner modeling in order to provide adaptive content and adaptive learner scaffolding. A general consideration of theory, research, and methodological issues related to current work in the field of adaptive educational hypermedia is also provided.

Adaptive Computer Assisted Assessment

2010 ◽  
pp. 154-173
Author(s):  
Diana Pérez-Marín ◽  
Ismael Pascual-Nieto ◽  
Pilar Rodríguez
Keyword(s):  
Language Processing ◽  
Scoring Systems ◽  
Processing Technique ◽  
Computer Assisted ◽  
Student Modeling ◽  
Free Text ◽  
Automatic Assessment ◽  
Teachers And Students ◽  
The Will ◽  
Educational Hypermedia

This chapter introduces the reader in the fields of automatic assessment of free-text students’ answers, student modeling and adaptive educational hypermedia. Traditionally, these fields have been studied separately missing the benefits of their synergic combination (i.e., free-text scoring systems which do not keep any student model, and adaptive educational hypermedia systems which do not use any natural language processing technique). In particular, a procedure to automatically generate students’ conceptual models from their answers to a free-text adaptive computer assisted assessment system will be fully described, together with its implementation in the will tools. Furthermore, the authors will explore how useful this new possibility of hybrid learning is both for teachers and students in two case studies carried out during the 2006-2007 and 2007-2008 academic years, in which traditional lessons were combined with the use of the Will Tools both in technical and non-technical domains.

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