Personalizing the Interaction in a Web-based Educational Hypermedia System: the case of INSPIRE

  • Authors:

  • Kyparisia A. Papanikolaou;Maria Grigoriadou;Harry Kornilakis;George D. Magoulas

  • Affiliations:

  • Department of Informatics and Telecommunications, University of Athens, Panepistimiopolis, GR-15784 Athens, Greece. e-mail: spap@di.uoa.gr;Department of Informatics and Telecommunications, University of Athens, Panepistimiopolis, GR-15784 Athens, Greece. e-mail: gregor@di.uoa.gr;Department of Informatics and Telecommunications, University of Athens, Panepistimiopolis, GR-15784 Athens, Greece. e-mail: harryk@di.uoa.gr;Department of Information Systems and Computing, Brunel University, Uxbridge UB8 3PH, United Kingdom. e-mail: george.magoulas@brunel.ac.uk

  • Venue:
  • User Modeling and User-Adapted Interaction
  • Year:
  • 2003

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Abstract

In this paper we present an Adaptive Educational Hypermedia prototype, named INSPIRE. The approach employed in INSPIRE emphasizes the fact that learners perceive and process information in very different ways, and integrates ideas from theories of instructional design and learning styles. Our aim is to make a shift towards a more 'learning-focused' paradigm of instruction by providing a sequence of authentic and meaningful tasks that matches learner' preferred way of studying. INSPIRE, throughout its interaction with the learner, dynamically generates learner-tailored lessons that gradually lead to the accomplishment of learner's learning goals. It supports several levels of adaptation: from full system-control to full learner-control, and offers learners the option to decide on the level of adaptation of the system by intervening in different stages of the lesson generation process and formulating the lesson contents and presentation. Both the adaptive and adaptable behavior of INSPIRE are guided by the learner model which provides information about the learner, such as knowledge level on the domain concepts and learning style. The learner model is exploited in multiple ways: curriculum sequencing, adaptive navigation support, adaptive presentation, and supports system's adaptable behavior. An empirical study has been performed to evaluate the adaptation framework and assess learners' attitudes towards the proposed instructional design.