Toward Noninvasive Adaptation of Metaphores in Content

Toward Noninvasive Adaptation of Metaphores in Content

Alexei Tretiakov (Massey University, New Zealand) and Roland Kaschek (Massey University, New Zealand)
DOI: 10.4018/978-1-59140-842-0.ch006
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Web information systems (WIS) can be considered as media. These media implement a tool language that enables access to content. Accessing that content aids users in achieving their goals. The language in which that content is given nowadays is often natural language or very close to it. Consequently the content involves metaphors. As the Web is open to virtually everyone, the users of WIS are likely to differ from each other with respect to ethnicity, language, gender, age, culture, education, preferences, physical or mental handicaps, and so forth. Consequently users are likely to respond differently to the metaphors occurring in the content. This chapter, therefore, proposes an approach to adapting the employed metaphors to user types for improving the value that the WIS offers to its users. This is expected to result in both increased useracceptance and number of business transactions. Therefore, an increased return on investment for the WIS is expected as well. We propose a conceptual model for user type and context-aware mapping of concepts in a target domain to concepts in a source domain. The respective mapping is used for modeling metaphors. We formalize that mapping in terms of the Higher-Order Entity-Relationship Modeling (HERM) language and in the Web Ontology Language (OWL). The conceptual model we provide can be used as a basis for hot generation of content representation such that the metaphors occurring in the content are adapted to the types of the users interacting with the WIS. As a step toward implementation, we formulate a high-level architecture that enables us to noninvasively adapt the metaphors in the WIS content to the types of the users. We report our experiences regarding exploration of the feasibility of the architecture. These experiences result from implementing a prototype that shows how metaphors—in a noninvasive manner, that is, without changing its code or content—can be added to the contents of an already-existing WIS. The chapter is completed by presenting the results of formal user evaluation which demonstrate the user acceptance of the respective metaphors.

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Table of Contents
Chapter 1
Eshaa M. Alkhalifa
Cognitively informed systems as introduced by Alkhalifa (2005b) is a perspective that encourages system designers to consider the findings of... Sample PDF
Cognitively Informed Systems: Justifications and Foundations
Chapter 2
Colin Tattersall, Jocelyn Maderveld, Bert V.D. Berg, René van Es, José Janssen
Open and distance learning (ODL) gives learners freedom of time, place, and pace of study, putting learner self-direction centre stage. However... Sample PDF
Swarm-Based Wayfinding Support in Open and Distance Learning
Chapter 3
Teresa Chambel, Carmen Zahn, Matthias Finke
This chapter discusses how advanced digital video technologies, such as hypervideo, can be used to broaden the spectrum of meaningful learning... Sample PDF
Hypervideo and Cognition: Designing Video-Based Hypermedia for Individual Learning and Collaborative Knowledge Building
Chapter 4
Michael Verhaart, Kinshuk
Digital media elements, or digital assets, are used to illustrate things such as images, sounds, or events. As humans, we use many senses to assist... Sample PDF
Assisting Cognitive Recall and Contextual Reuse by Creating a Self-Describing, Shareable Multimedia Object
Chapter 5
Christof V. Tabachneck-Schijf Nimwegen
How can we design technology that suits human cognitive needs? In this chapter, we review research on the effects of externalizing information on... Sample PDF
Guidance in the Interface: Effects of Externalizing Information During Problem Solving
Chapter 6
Sébastien George
This chapter introduces context-aware computer-mediated communication for distance learning systems. It argues that linking deeply communication to... Sample PDF
Bridging the Gap between Human Communications and Distance-Learning Activities
Chapter 7
Alexei Tretiakov, Roland Kaschek
Web information systems (WIS) can be considered as media. These media implement a tool language that enables access to content. Accessing that... Sample PDF
Toward Noninvasive Adaptation of Metaphores in Content
Chapter 8
Cristina Gena, Liliana Arissono
This chapter describes the user-centered design approach we adopted in the development and evaluation of an adaptive Web site. The development of... Sample PDF
A User-Centered Approach to the Retrieval of Information in an Adaptive Web Site
Chapter 9
Karen Lee
This chapter examines the design requirements of a social constructivist virtual learning environment. It uses the example of teaching expertise to... Sample PDF
From Engineer to Architecture? Designing for a Social Constructivist Environment
Chapter 10
Meurig Beynon, Chris Roe
The dominant emphasis in current e-learning practice is instructionist in character. This is surprising when we consider that the benefits of... Sample PDF
Enriching Computer Support for Constructionism
Chapter 11
Tasos Triantis
New applications in training and education are emerging daily trying to meet the requirements of distance learners. Network-based or World Wide Web... Sample PDF
An Architecture for Developing Multiagent Educational Applications for the Web
Chapter 12
Allison J. Morgan, Eileen M. Trauth
This chapter will encourage the consideration of the role of individual differences in determining Web behavior and performance, which could inform... Sample PDF
Impact of Individual Differences on Web Searching Performance: Issues for Design and the Digital Divide
Chapter 13
Chao-Lin Liu
This chapter purveys an account of Bayesian networks-related technologies for modeling students in intelligent tutoring systems. Uncertainty exists... Sample PDF
Using Bayesian Networks for Student Modeling
Chapter 14
June K. Hilton
Empirical data from a California secondary school was analyzed to determine the direct and indirect effects of technology on student science... Sample PDF
The Effect of Technology on Student Science Achievement
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