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Towards new forms of knowledge communication: the adaptive dimension of a web-based learning environment
ARTICLE

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Computers & Education Volume 39, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Adaptive Educational Hypermedia Systems aim to increase the functionality of hypermedia by making it personalised to individual learners. The adaptive dimension of these systems mainly supports knowledge communication between the system and the learner by adapting the content or the appearance of hypermedia to the knowledge level, goals and other characteristics of each learner. The main objectives are to protect learners from cognitive overload and disorientation by supporting them to find the most relevant content and path in the hyperspace. In the approach presented in this paper, learners' knowledge level and individual traits are used as valuable information to represent learners' current state and personalise the educational system accordingly, in order to facilitate learners to achieve their personal learning goals and objectives. Learners' knowledge level is approached through a qualitative model of the level of performance that learners exhibit with respect to the concepts they study and is used to adapt the lesson contents and the navigation support. Learners' individual traits and especially their learning style represent the way learners perceive and process information, and are exploited to adapt the presentation of the educational material of a lesson. The proposed approach has been implemented through various adaptation technologies and incorporated into a prototype hypermedia system. Finally, a pilot study has been conducted to investigate system's educational effectiveness.

Citation

Papanikolaou, K.A., Grigoriadou, M., Magoulas, G.D. & Kornilakis, H. (2002). Towards new forms of knowledge communication: the adaptive dimension of a web-based learning environment. Computers & Education, 39(4), 333-360. Elsevier Ltd. Retrieved January 22, 2020 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0360-1315(02)00067-2

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