Adaptive educational hypermedia systems in technology enhanced learning

Mulwa, Catherine; Lawless, Séamus; Sharp, Mary; Arnedillo-Sánchez, Inmaculada; Wade, Vincent

doi:10.1145/1867651.1867672

Cited by 78 publications

(51 citation statements)

References 19 publications

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“…In our study we adopt a more general chracterization, as AEHS that incorporate learning styles. There are only a few studies that provide overview of such systems, which main source of adaptation are learning styles, such as [8], [9], [10], [11], [7], [12], [6], [13], etc. In our study we categorize the undermentioned systems by learning style models and adaptation rules.…”

Section: Introductionmentioning

confidence: 99%

Adaptive Educational Hypermedia Systems based on Learning Styles: the Case of Adaptation Rules

Tsortanidou

Karagiannidis

Koumpis

2017

Int. J. Emerg. Technol. Learn.

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Abstract-This paper investigates the pedagogical basis of Adaptive Educational Hypermedia Systems (AEHS) that incorporate Learning Styles in order to accommodate user's learning style preferences and needs. Therefore, AES adapt the learning content, its presentation and navigation to the user's learning style preferences. We collect thirty three (33) Adaptive and Intelligent Web-based Educational Systems (AIWBES) that incorporate learning styles and discuss twenty of them, namely the AEHS, as the remaining are Intelligent Tutorng Systems. The main achievement of this work is the investigation of AEHS' pedagogical basis in terms of adaptation rules. We conclude that these systems follow similar patterns in their adaptation logic.

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Section: Introductionmentioning

confidence: 99%

Adaptive Educational Hypermedia Systems based on Learning Styles: the Case of Adaptation Rules

Tsortanidou

Karagiannidis

Koumpis

2017

Int. J. Emerg. Technol. Learn.

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“…AEHS methods have been known to change the deployment of the most important resource in the education system: teacher and the learner time. Finally, referring to its efficiency, AEHS is expected to make a radical difference to education, specifically, the quality and effectiveness of the learning experience with one of its key contributions being "personalized learning" [2]. The ability of the proposed schema to dynamically manage the teaching flow contributes to the educational impact of AEHS.…”

Section: Introductionmentioning

confidence: 99%

Adaptive Content Presentation in Asynchronous Learning Environments

Tsoulouhas¹,

Georgiou²,

Καράκος³

2012

Int. J. Emerg. Technol. Learn.

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Abstract-In Adaptive Educational Hypermedia Systems (AEHS), we expect that the learning content presentation should be appropriately retrieved from learning object repositories, and dynamically tailored to each learner's needs. Each learner has a profile, subject to continuous change. The basic components of the learner's profile include his/her cognitive characteristics, background of knowledge, previous experience, and current emotional situation. This paper proposes the architecture of a Petri net-based workflow engine -scheduled to be implemented in a AEHS -aiming to provide a reliable and efficient platform for the execution of learning course flows in a grid environment. Dealing with the question of adaptive management of learning content, the proposed p-timed Petri net is capable of presenting learning content adapted to the learner's Learning Style and knowledge background. The proposed schema is accurately tested using a p-timed Petri net simulator. The schema may now be extended to include other components of the learner's profile.

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“…In consequence, new educational systems were born, such as: educational hypermedia systems [8], CSCL [9], and learning management systems [10]. Afterward, as a result of the Internet invasion, educational systems migrate to a wide sort of web-based paradigms, where some of them correspond to: web-based education [11], intelligent learning environments [12], m-learning [13], social networking [14], p-learning systems [15], educational data mining [16], and u-learning scenarios [17].…”

Section: Learning Systems In a Nutshellmentioning

confidence: 99%

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

Peña-Ayala

Cárdenas

2015

Advances in Intelligent Systems and Computing

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This chapter tailors a perspective of the work fulfilled in three learning research lines, which besides holding many common attributes also tend to converge to shape mobile, ubiquitous, and pervasive sceneries. Such a junction pursues to spread the traditional classroom and distance settings to open environments, as well as use the surrounding physical and digital objects as learning content that is available to learners at anytime, anywhere, and in any way. In sum, a complete learning environment is recreated to provide formal and informal learning to support academic studies, professional training, and lifelong learning. Thus, in this chapter a description of the mobile, ubiquitous, and pervasive learning (MUP-Learning) arena is presented through the selection of a sample of recent and transcendent works that offer from a conceptual contribution, such as models and frameworks, even empirical approaches oriented to specific domains of study. The sample of works is characterized according to a proposed pattern, as well as organized according to a suggested taxonomy. A profile to describe each work is also stated and a series of statistics are presented, as well as an analysis of the arena is provided to understand the potential and challenges related to the MUP-Learning field.

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Adaptive educational hypermedia systems in technology enhanced learning

Cited by 78 publications

References 19 publications

Adaptive Educational Hypermedia Systems based on Learning Styles: the Case of Adaptation Rules

Adaptive Educational Hypermedia Systems based on Learning Styles: the Case of Adaptation Rules

Adaptive Content Presentation in Asynchronous Learning Environments

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

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