Proceedings of the Thirteenth ACM Conference on Hypertext and Hypermedia 2002
DOI: 10.1145/513338.513346
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The hypercontext framework for adaptive Hypertext

Abstract: We present HyperContext, a framework for adaptive and adaptable hypertext. Our fundamental premise is that when people encounter the same document, each may interpret the information it contains differently. Usually, the interpretations are not available to future users of the same information. HyperContext permits users to make these interpretations explicit, and provides support to structure hyperspace around interpretations of documents, rather than around the documents themselves. When a user browses throu… Show more

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Cited by 7 publications
(2 citation statements)
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“…Performance-based student models (Brusilovsky, 1994;Staff, 2001) record domain specific data, such as scores and grades: whereas, CTM stores information about the cognitive traits that are relatively persistent over time and are transferable across different domains (Deary, et al, 2004). It must be clearly understood that the purpose of CTM is not to replace performance-based student models but to complement them.…”
Section: Cognitive Trait Modelmentioning
confidence: 99%
“…Performance-based student models (Brusilovsky, 1994;Staff, 2001) record domain specific data, such as scores and grades: whereas, CTM stores information about the cognitive traits that are relatively persistent over time and are transferable across different domains (Deary, et al, 2004). It must be clearly understood that the purpose of CTM is not to replace performance-based student models but to complement them.…”
Section: Cognitive Trait Modelmentioning
confidence: 99%
“…Most of the existing student models are focused on the specific domains with which they interact with, for example, the domain concepts competence and domain skills required. Such student models, are called performance based student models and include the student competence state models (Staff, 2001) and process state models (Martin, 1999). To create a truly adaptive learning environment across multiple domains the cognitive traits of a learner should be catered for.…”
Section: Dynamic Profiling To Enhance Learningmentioning
confidence: 99%