Adaptive Hypermedia Learning Systems Research Articles

Model for motivating learners with personalized learning objects in a hypermedia adaptive learning system

<span lang="EN-US">A number of weaknesses were demonstrated in the E-learning platforms during the Covid-19 pandemic despite the efforts invested. This has negatively influenced learners' motivation and consequently their performance. With the proliferation of technology and the revolution of information and communication technologies (ICT), learning objects have become new epitomes widely used, accessible, and implemented with educational resources and technological support. The integration of learning objects into E-learning has enhanced educational progress, but during critical periods, it is crucial to ensure pedagogical continuity and learner motivation. Based on this observation, we will propose architecture of a personalized learning object model in the context of an adaptive hypermedia learning system (AHS). The objective of our model is to increase the motivation factor which is a determining element in the success of E-learning, our model aims to improve the performance of the learners in order to avoid the abounding of learning and to promote the attendance of the learners. This will be useful later for any design or development of learning objects in hypermedia learning systems that are adaptive to the needs of the learners and in line with their preferences and profiles throughout the learning process offered by the system. </span>

Modelling adaptive hypermedia instructional system: a framework

This research drill presents a perspective on modeling an Adaptive Hypermedia Instructional System (AHIS), by integrating investigational research findings on technology and education. In the past decade, a number of adaptive hypermedia learning systems have been developed. Most of these systems deliver instructions according to learner prior knowledge. Each learner, process and organize instruction in a different way. An effective and efficient instruction significantly affect student learning. Thus, researchers and practitioners are investigating ways to design and develop effective and efficient instructions. Proposed Adaptive Hypermedia Instructional System based on Component Display Theory (CDT) given by (Merrill, 1983) present guidelines to design effective and efficient instruction. Present study showed that an instruction is a balanced combination of - Graphic Aesthetic, Ergonomics, Hypermedia and Media building blocks. As a consequence, critical survey was conducted. Survey included 60 studies out which 30 studies were on adaptive systems (14 were peer reviewed journals). Survey revealed that little adaptation focus has been laid on Instructional Strategies and Components of Instruction. As a result, described framework (AHIS) assists in formulating efficient and effective instruction to achieve desired learning outcome. The design, development and improvement of learning instructions in AHIS are based on Media Worthiness, Ergonomics, Hypermedia, Attributes and Methods building blocks. Framework is at more abstract and coarse-grain level and calls for its evolution into Shell. Thus, we conceived the Modelling of Adaptive Hypermedia Instructional System (AHIS) by integrating the research findings of micro-studies on various aspects of Ergonomic, Hypermedia and Media. Effectiveness of instructions was evaluated by forty-four undergraduate students. Results indicate that instructions designed through Adaptive Hypermedia Instructional System were learner engaging and considerably affect learner performance. The implications of these results for the design of Adaptive Hypermedia Instructional System are discussed.

Design of adaptive hypermedia learning systems: A cognitive style approach

In the past decade, a number of adaptive hypermedia learning systems have been developed. However, most of these systems tailor presentation content and navigational support solely according to students’ prior knowledge. On the other hand, previous research suggested that cognitive styles significantly affect student learning because they refer to how learners process and organize information. To this end, the study presented in this paper developed an adaptive hypermedia learning system tailored to students’ cognitive styles, with an emphasis on Pask’s Holist–Serialist dimension. How students react to this adaptive hypermedia learning system, including both learning performance and perceptions, was examined in this study. Forty-four undergraduate and postgraduate students participated in the study. The findings indicated that, in general, adapting to cognitive styles improves student learning. The results also showed that the adaptive hypermedia learning system have more effects on students’ perceptions than performance. The implications of these results for the design of adaptive hypermedia learning systems are discussed.

Course and exercise sequencing using metadata in adaptive hypermedia learning systems

In the last few years the (semi-) automatic sequencing of course material has become an important research issue, particularly the standardization of metadata for educational resources. Sequencing can help to generate hypermedia documents which, at their best match the learner's needs. To perform (semi-) automatic course sequencing, a knowledge library as well as modular resources can be used. Both must be described by metadata. First, metadata standards (IEEE Learning Objects Metadata, Instructional Management Systems Global Learning Consortium, Dublin Core) are analyzed with regard to course sequencing. As an application example, Multibook, an adaptive hypermedia system used to teach multimedia technology, is described. Multibook uses metadata to create course se- quences semi-automatically. In this article we explain how a knowledge library can be used to create exercises automatically. We give an example of how courses can be sequenced in general by analyzing the creation of exercises. An evaluation of our system shows the advantages and drawbacks of the automatic course sequencing approach.