1 / 119

Adaptive Hypermedia From Concepts to Authoring

Adaptive Hypermedia From Concepts to Authoring. Peter Brusilovsky School of Information Sciences University of Pittsburgh peterb@pitt.edu http://www.sis.pitt.edu/~peterb/. Adaptive systems. Classic loop “user modeling - adaptation” in adaptive systems. Adaptive software systems.

avari
Download Presentation

Adaptive Hypermedia From Concepts to Authoring

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Adaptive HypermediaFrom Concepts to Authoring Peter Brusilovsky School of Information Sciences University of Pittsburghpeterb@pitt.edu http://www.sis.pitt.edu/~peterb/

  2. Adaptive systems Classic loop “user modeling - adaptation” in adaptive systems

  3. Adaptive software systems • Intelligent Tutoring Systems • adaptive course sequencing • adaptive . . . • Adaptive Hypermedia Systems • adaptive presentation • adaptive navigation support • Adaptive IR systems • Adaptive . . .

  4. Outline • Adaptive hypermedia • Where? • Why? • What? • How? • Who?... • Adaptive presentation • Adaptive navigation support

  5. Adaptive hypermedia: Why? • Different people are different • Individuals are different at different times • "Lost in Hyperspace” • Large variety of users • Variable characteristics of the users • Large hyperspace

  6. Where it can be useful? • Web-based Education • ITS, tutorials, Web courses • On-line information systems • classic IS, information kiosks, encyclopedias • E-commerce • Museums • virtual museums and handheld guides • Information retrieval systems • classic IR, filtering, recommendation, services

  7. Where it can be useful? • Web-based education • ELM-ART, AHA!, KBS-Hyperbook, MANIC • On-line information systems • PEBA-II, AHA!, AVANTI, SWAN, ELFI, ADAPTS • E-commerce • Tellim, SETA, Adaptive Catalogs • Virtual and real museums • ILEX, HYPERAUDIO, HIPS, Power, Marble Museum • Information retrieval, filtering, recommendation • SmartGuide, Syskill & Webert, IfWeb, SiteIF, FAB, AIS

  8. Adapting to what? • Knowledge: about the system and the subject • Goal: local and global • Interests • Background: profession, language, prospect, capabilities • Navigation history

  9. Who provides adaptation? • User • "Administrator" • System itself • Adaptive vs. adaptable systems

  10. What can be adapted? • Hypermedia = Pages + Links • Adaptive presentation • content adaptation • Adaptive navigation support • link adaptation

  11. Adaptive presentation: goals • Provide the different content for users with different knowledge, goals, background • Provide additional material for some categories of users • comparisons • extra explanations • details • Remove or fade irrelevant piece of content • Sort fragments - most relevant first

  12. Adaptive presentation techniques • Conditional text filtering • ITEM/IP, PT, AHA! • Adaptive stretchtext • MetaDoc, KN-AHS, PUSH, ADAPTS • Frame-based adaptation • Hypadapter, EPIAIM, ARIANNA, SETA • Full natural language generation • ILEX, PEBA-II, Ecran Total

  13. Conditional text filtering • Similar to UNIX cpp • Universal technology • Altering fragments • Extra explanation • Extra details • Comparisons • Low level technology • Text programming If switch is known and user_motivation is high Fragment 1 Fragment 2 Fragment K

  14. Example: Stretchtext (PUSH)

  15. Example: Stretchtext (ADAPTS)

  16. Adaptive presentation: evaluation • MetaDoc: On-line documentation system, adapting to user knowledge on the subject • Reading comprehension time decreased • Understanding increased for novices • No effect for navigation time, number of nodes visited, number of operations

  17. Adaptive navigation support: goals • Guidance: Where I can go? • Local guidance (“next best”) • Global guidance (“ultimate goal”) • Orientation: Where am I? • Local orientation support (local area) • Global orientation support (whole hyperspace)

  18. Adaptive navigation support • Direct guidance • Restricting access • Removing, disabling, hiding • Sorting • Annotation • Generation • Similarity-based, interest-based • Map adaptation techniques

  19. Example: Adaptive annotation Annotations for topic states in Manuel Excell: not seen (white lens) ; partially seen (grey lens) ; and completed (black lens)

  20. Adaptive annotation and removing

  21. 1. Concept role 2. Current concept state Example: Adaptive annotation 4 3 2 v 1 3. Current section state 4. Linked sections state

  22. Adaptive navigation support: major goals and relevant technologies

  23. What can be adapted: links • Contextual links (“real hypertext”) • Local non-contextual links • Index pages • Table of contents • Links on local map • Links on global map

  24. Link types and technologies

  25. Adaptive navigation support: evaluation • Sorting • HYPERFLEX, 1993 • Annotation (colors) and hiding • ISIS-Tutor, 1995 • Annotation (icons) • InterBook, 1997 • Hiding • De Bra’s course, 1997

  26. Evaluation of sorting • HYPERFLEX: IR System • adaptation to user search goal • adaptation to “personal cognitive map” • Number of visited nodes decreased (significant) • Correctness increased (not significant) • Goal adaptation is more effective • No significant difference for time/topic

  27. Adaptive Hypermedia: our approach ITEM/IP, MSU (1986-1994) ISIS-Tutor, MSU (1992-1994) ITEM/PG, MSU (1991-1993) SQL-Tutor, MSU (1995-1998) ELM-ART, Trier (1994-1997) InterBook, CMU (1996-1998) ELM-ART II, Trier (1997-1998) ADAPTS, CMU (1998-1999) COCOA, CTE (1999-2000)

  28. Annotation and hiding: ISIS-Tutor • An adaptive tutorial for CDS/ISIS/M users • Domain knowledge: concepts and constructs • Hyperspace of learning material: • Description of concepts and constructs • Examples and problems indexed with concepts (could be used in an exploratory environment) • Link annotation with colors and marks • Removing links to “not relevant” pages

  29. Concepts, examples, and problems Example 1 Concepts Examples Concept 4 Example 2 Example M Concept 1 Concept N Problems Concept 2 Problem 1 Concept 5 Problem 2 Problem K Concept 3

  30. Indexing and navigation Example 1 Concepts Examples Concept 4 Example 2 Example M Concept 1 Concept N Problems Concept 2 Problem 1 Concept 5 Problem 2 Problem K Concept 3

  31. Student modeling and adaptation • States for concepts: • not ready (may be hidden) • ready (red) • known (green) • learned (green and ‘+’) • State for problems/examples: • not ready (may be hidden) • ready (red) • solved (green and ‘+’)

  32. Sample index page (annotation)

  33. Sample index page (hiding)

  34. ISIS-Tutor: Evaluation • 26 first year CS students of MSU • 3 groups: • control (no adaptation) • adaptive annotation • adaptive annotation + hiding • Goal: 10 concepts (of 64), 10 problems, all examples

  35. Experiment design

  36. Results: performance Adaptive annotation makes navigation more efficient

  37. The value of adaptivity: steps

  38. The value of adaptivity: repetitions

  39. Results: navigation No effect on navigation patterns due to variety of navigation styles

  40. Results: recall No effect on recall

  41. To hide or not to hide? Additional value of hiding is unclear. Users prefer “freedom”

  42. Evaluation of hiding • Adaptive course on Hypertext (De Bra) • Hiding “not ready” links • Hiding obsolete links • Small-scale evaluation • No significant differences • Students are not comfortable with disappearing links

  43. InterBook: concept-indexed ET • “Knowledge behind pages” • Structured electronic textbook (a tree of “sections”) • Sections indexed by domain concepts • Outcome concepts • Background concepts • Concepts are externalized as glossary entries • Shows educational status of concepts and pages

  44. Sections and concepts Textbook Chapter 1 Chapter 2 Section 1.2 Section 1.1 Section 1.2.1 Section 1,2,2

  45. Sections and concepts Textbook Domain model Concept 4 Chapter 1 Concept 1 Concept n Chapter 2 Concept 2 Section 1.2 Section 1.1 Concept m Concept 3 Section 1.2.1 Section 1,2,2

  46. Indexing and navigation Textbook Domain model Concept 4 Chapter 1 Concept 1 Concept n Chapter 2 Concept 2 Section 1.2 Section 1.1 Concept m Concept 3 Section 1.2.1 Section 1.2.2

  47. Glossary view

  48. Navigation in InterBook • Regular navigation • Linear (Continue/Back) • Tree navigation (Ancestors/Brothers) • Table of contents • Concept-based navigation • Glossary (concept -> section) • Concept bar (section -> concept) • Hypertext links (section -> concept)

More Related