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Figure 1 show that Adaptive and Intelligent tutoring systems (AITS) may be considered as an intersection between adaptive hypermedia (AHS) system and intelligent tutoring system (ITS). More specifically, it may be said that from AHS they inherit adaptive presentation and adaptive navigation support:
The goal of the adaptive presentation technology is to adapt the content of a hypermedia page to the user's goals, knowledge and other information stored in the user model. In a system with adaptive presentation, the pages are not static, but adaptively generated or assembled from pieces for each user.
The goal of the adaptive navigation support technology is to support the student in hyperspace orientation and navigation by changing the appearance of visible links. Adaptive navigation support can be considered as an extension of curriculum sequencing technology into a hypermedia context. It shares the same goal - to help students to find an “optimal path” through the learning material. At the same time, adaptive navigation support guides students implicitly and leaves the choice of the next knowledge item to be learned and next problem to be solved to them.
Whereas from (ITS) they usually incorporate some of the next functionalities (Brusilovsky et al, 2003; Peña, 2004):