Adaptive Hypermedia and Adaptive Web-Based Systems: by Elisabeth André (auth.), Peter Brusilovsky, Oliviero Stock,

By Elisabeth André (auth.), Peter Brusilovsky, Oliviero Stock, Carlo Strapparava (eds.)

This e-book constitutes the refereed court cases of the 1st overseas convention on Adaptive Hypermedia and Adaptive Web-Based structures, AH 2000, held in Trento, Italy, in August 2000.
The 22 revised complete papers provided including 35 brief papers have been conscientiously reviewed and chosen from fifty five submissions. one of the issues coated are hypertext, person modeling, laptop studying, usual language iteration, details retrieval, clever tutoring structures, cognitive technology, web-based schooling, etc.

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Extra resources for Adaptive Hypermedia and Adaptive Web-Based Systems: International Conference, AH 2000 Trento, Italy, August 28–30, 2000 Proceedings

Sample text

In STIA the task of the tutor is to guide the student efficiently through the course material, according to the tutoring strategy defined by the course authors. This is achieved in two ways. First, it imposes limits on the portion of course material the students can access. This prevents them from getting lost in a flood of information. Second, the tutor evaluates each student’s knowledge through a set of problems, and according to result recommends reviewing theory, solving more problems or advancing through the course.

E. diagnosis, treatment, personal, family and social) might vary for different patients or change over time, and so our architecture permits re-ordering, but the literature suggests that their relative importance remains fairly constant [12]. To allow for individual variations in interest, psychological categories are used only for sorting and not for selection. Each issue may also be linked directly to other relevant issues. This facility is provided in the form of a static list of links stored with each issue.

The main components of STIA are shown in figure 5 and described below, • Course material. STIA appears to the student as an hyper-document written in HTML language. The hyper-document is made up of nodes (or information pages), and links between them. There are three different kinds of pages: 1. Theory pages. These introduce new concepts using animated examples and interactive chessboards, but are never used to evaluate the student’s knowledge. 2. Evaluation pages. These are used to evaluate the student’s understanding of concepts already visited.

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