Supporting authoring of adaptive hypermedia
Hendrix, Maurice (2010) Supporting authoring of adaptive hypermedia. PhD thesis, University of Warwick.
WRAP_THESIS_Hendrix_2010.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Official URL: http://webcat.warwick.ac.uk/record=b2339264~S15
It is well-known that students benefit from personalised attention. However, frequently teachers are unable to provide this, most often due to time constraints. An Adaptive Hypermedia (AH) system can offer a richer learning experience, by giving personalised attention to students. The authoring process, however, is time consuming and cumbersome. Our research explores the two main aspects to authoring of AH: authoring of content and adaptive behaviour. The research proposes possible solutions, to overcome the hurdles towards acceptance of AH in education. Automation methods can help authors, for example, teachers could create linear lessons and our prototype can add content alternatives for adaptation. Creating adaptive behaviour is more complex. Rule-based systems, XML-based conditional inclusion, Semantic Web reasoning and reusable, portable scripting in a programming language have been proposed. These methods all require specialised knowledge. Hence authoring of adaptive behaviour is difficult and teachers cannot be expected to create such strategies. We investigate three ways to address this issue. 1. Reusability: We investigate limitations regarding adaptation engines, which influence the authoring and reuse of adaptation strategies. We propose a metalanguage, as a supplement to the existing LAG adaptation language, showing how it can overcome such limitations. 2. Standardisation: There are no widely accepted standards for AH. The IMSLearning Design (IMS-LD) specification has similar goals to Adaptive Educational Hypermedia (AEH). Investigation shows that IMS-LD is more limited in terms of adaptive behaviour, but the authoring process focuses more on learning sequences and outcomes. 3. Visualisation: Another way is to simplify the authoring process of strategies using a visual tool. We define a reference model and a tool, the Conceptual Adaptation Model (CAM) and GRAPPLE Authoring Tool (GAT), which allow specification of an adaptive course in a graphical way. A key feature is the separation between content, strategy and adaptive course, which increases reusability compared to approaches that combine all factors in one model.
|Item Type:||Thesis or Dissertation (PhD)|
|Subjects:||Q Science > QA Mathematics > QA76 Electronic computers. Computer science. Computer software
L Education > LB Theory and practice of education
|Library of Congress Subject Headings (LCSH):||Computer-assisted instruction, Educational technology, Teaching -- Aids and devices, Adaptive computing systems, Interactive multimedia -- Authoring programs|
|Institution:||University of Warwick|
|Theses Department:||Department of Computer Science|
|Supervisor(s)/Advisor:||Cristea, Alexandra I.|
|Extent:||xxi, 309 leaves : ill.|
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