Definition
Adaptive educational hypermedia systems include adaptive functionality based on three components: the document space, observations, and the user model.
To support re-usability and comparability of adaptive educational hypermedia systems, we give a component-based definition of adaptive educational hypermedia systems (AEHS), extending the functionality-oriented definition of adaptive hypermedia given by Brusilovsky [1]. AEHS have been developed and tested in various disciplines and have proven their usefulness for improved and goal-oriented learning and teaching. However, these systems normally come along as stand-alone systems — proprietary solutions have been investigated, tested and improved to fulfill specific, often domain-dependent requirements. This phenomenon is known in the literature as the open corpus problem in AEHS [2] which states that normally, adaptive applications work on a fixed set of documents which is defined at the design time of the system, and...
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References
P. Brusilovsky, “Methods and Techniques of Adaptive Hypermedia,” User Modeling and User Adapted Interaction, Vol. 6, No. 2–3, 1996, pp. 87–129.
P. Brusilovsky, “Adaptive Hypermedia,” User Modeling and User Adapted Interaction, Vol. 11, 2001, pp. 87–110.
N. Henze and W. Nejdl, “A Logical Characterization of Adaptive Educational Hypermedia,” New Review of Hypermedia, Vol. 10, No. 1, 2004, pp. 77–113.
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© 2008 Springer-Verlag
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(2008). Adaptive Educational Hypermedia Systems. In: Furht, B. (eds) Encyclopedia of Multimedia. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-78414-4_267
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DOI: https://doi.org/10.1007/978-0-387-78414-4_267
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-74724-8
Online ISBN: 978-0-387-78414-4
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