A Comparative Study of the Modeling Techniques and Models of a Learner Model in Adaptive Hypermedia Educational Systems

A Comparative Study of the Modeling Techniques and Models of a Learner Model in Adaptive Hypermedia Educational Systems

DOI: 10.4018/978-1-5225-7413-2.ch002

Abstract

The main objective of the learner model is to modify the interaction between the system and the learner in a dynamic way to address the needs of each learner on an individual basis. To obtain a complete learner model, we need the proper techniques and methods to initialize it and update it. This chapter present a comparative study of different adaptive hypermedia systems and the methods and techniques used in with them. This study lies within the range of modeling the learner in adaptive educational system as a conceptual modeling of the learner. Although there are several methods that deal with the learner model, like stereotypes methods or learner profile, they are likely unable to handle the uncertainty embedded in the dynamic modeling of the learner. The chapter aims studies different models and approaches to model the learner in an adaptive educational system and comes up with the most appropriate method based on the dynamic aspect of this model.
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The User Model In Adaptive Hyepermedia

The Architecture of Adaptive Hyeprmedia Educational Systems

In general, the architecture of Adaptive Hypermedia Educational Systems (AEHS) comprises two layers: the storage and implementation layer.

The storage layer is the main engine that controls adaptive process whose main tasks are:

  • Initialization and update of the learner model

  • The choice of the domain model concepts, learning resources by applying specific rules.

  • Storing the learning resources, domain ontologies, the model of the learner, etc.

The execution Layer is responsible for the presentation of the adaptive learning material to the user and the observation of the user’s actions so as to update the learner model.

Figure 1 represents the architecture of AHES (Henze & Nejdl, 2004), the storage layer in this architecture has four models:

Figure 1.

The architecture of Adaptive Hypermedia Educational systems

978-1-5225-7413-2.ch002.f01
  • Domain model structure of knowledge domain which is often referred to as a graph. Several researchers intend to build the domain model by using ontologies.

  • Media Model contains learning resources and associated descriptive information (metadata).

  • Adaptation model is the main component that gives effect to adaptation. It contains content and concepts selection rules. By applying these rules in content selection, it helps us choose the appropriate educational resources from the internal model. On the other hand, the concept selection rules are used to select the appropriate notions of the domain model. These rules must comply with a user model so that the selection becomes correct.

  • User Model contains information and data about the user.

Key Terms in this Chapter

Learner Profile: A part of the learner model that only contain the static information of the learner that could be gathered before developing a learner model.

Adaptive Hypermedia Systems: On-line information and help systems, as well as institutional information systems, that provide hyperlinks that are most relevant to the user in an effort to shape the user's cognitive load.

E-Learning: A concept that describes the cognitive science principles of effective multimedia.

Learning Path: A collection of learning situations that the learner takes in a certain period of time; it could be composed of a pretest, a learning activity, or an evaluation.

Learning Situation: A part of a learning path that the learner takes to achieve a diploma or a certification.

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