The 3^rd International Conference on Adaptive Hypermedia
and Adaptive Web-based Systems
The Eindhoven University of Technology, The Netherlands
August 23 – 26, 2004
 
Workshop on Individual Differences in Adaptive Hypermedia

Abstract: In this paper we build on research reported in the areas of Adaptive Educational Hypermedia and learning styles in order to deal with critical issues influencing the design of adaptation based on the learning style information. In more detail we concentrate on: (i) the different learning style categorizations that have been or could be used for modelling learners’ learning style in the context of an Adaptive Educational Hypermedia System and the way these could guide the design of adaptation, (ii) the adaptation technologies that could better serve learners with different learning styles, (iii) the dynamic adaptation of the system and the diagnosis process including the identification of specific measures of learners’ observable behaviour which are indicative of learners’ learning style preferences.

Abstract: EDUCE is an Intelligent Tutoring System for which a set of learning resources has been developed using the principles of Multiple Intelligences. It can dynamically identify learning characteristics and adaptively provide a customised learning material tailored to the learner. This paper describes a research study using EDUCE that examines the relationship between the adaptive presentation strategy, the level of choice available and the learning performance of science school students aged 12 to 14. The paper presents some preliminary results from a group of 18 students that have participated in the study so far. Results suggest that learning strategies that encourage the student to use as many resources as possible are the most effective. They suggest that learning gain can improve by presenting students initially with learning resources that are not usually used and subsequently providing a range of resources from which students may choose.

Abstract: This paper investigates the development of adaptation rules which relate individual learning styles characteristics to learning objects characteristics, as the latter are reflected in the IMS Learning Resource Meta-Data Specification. The paper outlines the most well-known learning styles theories and models, some criteria for selecting among them, as well as a number of adaptive web-based learning environments which are utilising learning styles research for facilitating personalised learning. The paper concludes with the set of adaptation rules which are used in the KOD learning environment, which aims to facilitate individualised access to learning material in a re-usable way.

Abstract: Adaptive hypermedia systems traditionally focused on adapting to the user’s prior knowledge, but recent research has begun to consider adapting to cognitive style. This paper presents the results of an experiment investigating the learning performance and user-perceptions of 60 undergraduate students using educational adaptive hypermedia interfaces. Participants used two interfaces – one ‘normal’ and one adaptive – and were randomly matched or mismatched to their cognitive styles. Whilst there was no interface preference for those who were matched to their cognitive styles, those who were mismatched were significantly more likely to prefer the normal interface. The implications of these findings in relation to adaptive hypermedia development are discussed.

Abstract: In this paper, we present an adaptive feedback scheme, which is in-corporated in the "Knowledge Reconstruction + Refinement" process of a web-based concept mapping tool, named COMPASS, in order to support the reflec-tion process in concept mapping. The feedback scheme includes multiple in-formative and tutoring feedback components and combines a stepwise presenta-tion of these components with a multiple try strategy, aiming to provide per-sonalized feedback. The adaptation of the scheme is based on the learner’s knowledge level, preferences and interaction behaviour. Two pilot empirical studies were conducted in order to investigate whether the design of the feed-back components as well as the proposed adaptive feedback scheme can stimu-late learners to reflect on their beliefs and appropriately revise their maps. The results revealed from the studies are encouraging, as the feedback provided, led the majority of the students to reconstruct/refine their knowledge and accom-plish successfully the concept mapping tasks.

Abstract: Individual differences have been shown to lead to different navigation styles. In this paper we present a pilot study that aims at finding predictors for users’ vulnerability to experience disorientation that can be gathered unobtrusively and in real-time. We identified two navigation styles that we called flimsy navigation and laborious navigation that together predict users’ perceived disorientation. Our findings suggest that adaptive navigation support that addresses these navigation styles is a promising means to ease the various problems that are commonly associated with users experiencing disorientation.

Abstract: In this paper we target the limited capacity of the human memory while developing adaptive educational hypermedia systems. We discuss implications of remembering and forgetting for the adaptive hypermedia systems development. The forgetting is characterized as a consequence of time passed between two learning events. Knowledge from psychology is used for stating implications of the human memory properties for an improvement of the adaptive learning systems. An experimental implementation of the model of remembering and forgetting is described.

Abstract: In the context of new devices and the variety of network technologies that allow access to the Internet, the deployers of Web applications need to ensure that end-users have a positive experience using new applications and they will be willing to re-use them. User experience is dependent not only on the content served to them, but also on the performance of that service. This paper explores a new dimension of individual differences between Web users: end-user Quality of Experience (QoE). It proposes a solution on how to provide satisfactory end-user QoE in the field of educa-tional adaptive hypermedia. A new QoE layer for Adaptive Hypermedia is introduced that attempts to take into account multiple factors affecting Quality of Experience, which might arise from a wide range of Web components (e.g. text, images, video, audio). Usability evaluation based on comparison of a classic adaptive e-learning sys-tem with a QoE-aware one has shown that students considered the QoE-aware system significantly more usable than the classic system. Learning performance tests indi-cated that the changes made by the QoE-aware system did not affect the learning ca-pabilities offered by the classic system.

Abstract: Project @pple is a multi agency research project that is developing and evaluating a Content Management system and Virtual Learning Environment designed to accommodate users who have a wide range of cognitive impairment through a personalised interface. The Project @pple development team will present the system plan and the taxonomies that have been developed for its functionality alongside samples of content and interface that illustrate some of the issues that we are addressing and our proposed approach.