Layered evaluation of interactive adaptive systems : framework and formative methods

Peer reviewedPostprin

Studying Interaction Methodologies in Video Retrieval

So far, several approaches have been studied to bridge the problem of the Semantic Gap, the bottleneck in image and video retrieval. However, no approach is successful enough to increase retrieval performances significantly. One reason is the lack of understanding the user's interest, a major condition towards adapting results to a user. This is partly due to the lack of appropriate interfaces and the missing knowledge of how to interpret user's actions with these interfaces. In this paper, we propose to study the importance of various implicit indicators of relevance. Furthermore, we propose to investigate how this implicit feedback can be combined with static user profiles towards an adaptive video retrieval model

Adaptive hypermedia for education and training

Adaptive hypermedia (AH) is an alternative to the traditional, one-size-fits-all approach in the development of hypermedia systems. AH systems build a model of the goals, preferences, and knowledge of each individual user; this model is used throughout the interaction with the user to adapt to the needs of that particular user (Brusilovsky, 1996b). For example, a student in an adaptive educational hypermedia system will be given a presentation that is adapted specifically to his or her knowledge of the subject (De Bra & Calvi, 1998; Hothi, Hall, & Sly, 2000) as well as a suggested set of the most relevant links to proceed further (Brusilovsky, Eklund, & Schwarz, 1998; Kavcic, 2004). An adaptive electronic encyclopedia will personalize the content of an article to augment the user's existing knowledge and interests (Bontcheva & Wilks, 2005; Milosavljevic, 1997). A museum guide will adapt the presentation about every visited object to the user's individual path through the museum (Oberlander et al., 1998; Stock et al., 2007). Adaptive hypermedia belongs to the class of user-adaptive systems (Schneider-Hufschmidt, Kühme, & Malinowski, 1993). A distinctive feature of an adaptive system is an explicit user model that represents user knowledge, goals, and interests, as well as other features that enable the system to adapt to different users with their own specific set of goals. An adaptive system collects data for the user model from various sources that can include implicitly observing user interaction and explicitly requesting direct input from the user. The user model is applied to provide an adaptation effect, that is, tailor interaction to different users in the same context. In different kinds of adaptive systems, adaptation effects could vary greatly. In AH systems, it is limited to three major adaptation technologies: adaptive content selection, adaptive navigation support, and adaptive presentation. The first of these three technologies comes from the fields of adaptive information retrieval (IR) and intelligent tutoring systems (ITS). When the user searches for information, the system adaptively selects and prioritizes the most relevant items (Brajnik, Guida, & Tasso, 1987; Brusilovsky, 1992b)

Evaluation of social personalized adaptive E-Learning environments : end-user point of view

The use of adaptations, along with the social affordances of collaboration and networking, carries a great potential for improving e-learning experiences. However, the review of the previous work indicates current e-learning systems have only marginally explored the integration of social features and adaptation techniques. The overall aim of this research, therefore, is to address this gap by evaluating a system developed to foster social personalized adaptive e-learning experiences. We have developed our first prototype system, Topolor, based on the concepts of Adaptive Educational Hypermedia and Social E-Learning. We have also conducted an experimental case study for the evaluation of the prototype system from different perspectives. The results show a considerably high satisfaction of the end users. This paper reports the evaluation results from end user point of view, and generalizes our method to a component-based evaluation framework

Context-driven progressive enhancement of mobile web applications: a multicriteria decision-making approach

Personal computing has become all about mobile and embedded devices. As a result, the adoption rate of smartphones is rapidly increasing and this trend has set a need for mobile applications to be available at anytime, anywhere and on any device. Despite the obvious advantages of such immersive mobile applications, software developers are increasingly facing the challenges related to device fragmentation. Current application development solutions are insufficiently prepared for handling the enormous variety of software platforms and hardware characteristics covering the mobile eco-system. As a result, maintaining a viable balance between development costs and market coverage has turned out to be a challenging issue when developing mobile applications. This article proposes a context-aware software platform for the development and delivery of self-adaptive mobile applications over the Web. An adaptive application composition approach is introduced, capable of autonomously bypassing context-related fragmentation issues. This goal is achieved by incorporating and validating the concept of fine-grained progressive application enhancements based on a multicriteria decision-making strategy

Designing an Adaptive Web Navigation Interface for Users with Variable Pointing Performance

Many online services and products require users to point and interact with user interface elements. For individuals who experience variable pointing ability due to physical impairments, environmental issues or age, using an input device (e.g., a computer mouse) to select elements on a website can be difficult. Adaptive user interfaces dynamically change their functionality in response to user behavior. They can support individuals with variable pointing abilities by 1) adapting dynamically to make element selection easier when a user is experiencing pointing difficulties, and 2) informing users about these pointing errors. While adaptive interfaces are increasingly prevalent on the Web, little is known about the preferences and expectations of users with variable pointing abilities and how to design systems that dynamically support them given these preferences. We conducted an investigation with 27 individuals who intermittently experience pointing problems to inform the design of an adaptive interface for web navigation. We used a functional high-fidelity prototype as a probe to gather information about user preferences and expectations. Our participants expected the system to recognize and integrate their preferences for how pointing tasks were carried out, preferred to receive information about system functionality and wanted to be in control of the interaction. We used findings from the study to inform the design of an adaptive Web navigation interface, PINATA that tracks user pointing performance over time and provides dynamic notifications and assistance tailored to their specifications. Our work contributes to a better understanding of users' preferences and expectations of the design of an adaptive pointing system

Supporting teachers in collaborative student modeling: a framework and an implementation

Collaborative student modeling in adaptive learning environments allows the learners to inspect and modify their own student models. It is often considered as a collaboration between students and the system to promote learners’ reflection and to collaboratively assess the course. When adaptive learning environments are used in the classroom, teachers act as a guide through the learning process. Thus, they need to monitor students’ interactions in order to understand and evaluate their activities. Although, the knowledge gained through this monitorization can be extremely useful to student modeling, collaboration between teachers and the system to achieve this goal has not been considered in the literature. In this paper we present a framework to support teachers in this task. In order to prove the usefulness of this framework we have implemented and evaluated it in an adaptive web-based educational system called PDinamet.Postprint (author's final draft

Personalised trails and learner profiling within e-learning environments

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails