AHA! The adaptive hypermedia architecture

Adaptive Hypermedia for Education and Training

“…It extended the life of a number of pioneer systems. In particular, the first Web-based adaptive educational hypermedia systems developed before 1996 such as ELM-ART, InterBook, and 2L670 are still in use and have been significantly updated and extended to incorporate a number of new techniques were used for several experimental studies De Bra & Calvi, 1998;Weber & Brusilovsky, 2001) that further guided development of the field. MetaLinks (Murray et al, 2000) explored advanced approaches to hyperspace structuring.…”

“…In the simplest (and oldest) form, it is a binary value (known -not known) that enables the model to represent the user's knowledge as an overlay of domain knowledge. While some successful AEH systems (De Bra, 1996) use this classic form of an overlay model, the majority of systems use a weighted overlay model that can distinguish several levels of the user's knowledge of a KE through a qualitative value (Brusilovsky & Anderson, 1998;Papanikolaou et al, 2003) (for example, good-average-poor), an integer numeric value (for example, from 0 to 100) De Bra & Ruiter, 2001), or a probability that the user knows the concept Specht & Klemke, 2001). A few AEH systems use an even more sophisticated layered overlay model (Brusilovsky & Millán, 2007) to store multiple evidences about the user's level of knowledge separately (Brusilovsky & Cooper, 2002;Brusilovsky, Sosnovsky & Yudelson, 2005;Weber & Brusilovsky, 2001).…”

“…Depending on the level of user knowledge about the concepts presented in a particular fragment, the system can hide the fragment from the user (De Bra & Calvi, 1998;Stern & Woolf, 2000), shade it (Hothi et al, 2000), or choose one of several alternative ways to present it (Beaumont, 1994). One of the problems in fragment-based content adaptation, especially in its versions which hide some part of the page from users, is the lack of control from the user side.…”

“…Adaptive hypermedia (AH) systems build a model of the goals, preferences and knowledge of each individual user; this model is used throughout the interaction with the user in order to adapt to the needs of that particular user (Brusilovsky, 1996b). For example, a student in an adaptive educational hypermedia system will be given a presentation that is adapted specifically to his or her knowledge of the subject (De Bra & Calvi, 1998;Hothi, Hall & Sly, 2000) as well as a suggested set of the most relevant links to proceed further (Brusilovsky, Eklund & Schwarz, 1998;Kavcic, 2004). An adaptive electronic encyclopedia will personalize the content of an article to augment the user's existing knowledge and interests (Bontcheva & Wilks, 2005;Milosavljevic, 1997).…”

Usable Interface Design for Everyone

“…Pioneer systems which influenced the creation of the posterior systems were: Medtec [34], AST [35], ADI [36], Hy-SOM [37], MetaLinks [38], CHEOPS [39], RATH [40], ACE [41], TANGOW [42], CAMELEON [43], KBS-Hyperbook [44], AHA! [45], SKILL [46], Multibook [47], ART-Web/NetCoach [48] y AHM [49].…”