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)

Temporal Cross-Media Retrieval with Soft-Smoothing

Multimedia information have strong temporal correlations that shape the way modalities co-occur over time. In this paper we study the dynamic nature of multimedia and social-media information, where the temporal dimension emerges as a strong source of evidence for learning the temporal correlations across visual and textual modalities. So far, cross-media retrieval models, explored the correlations between different modalities (e.g. text and image) to learn a common subspace, in which semantically similar instances lie in the same neighbourhood. Building on such knowledge, we propose a novel temporal cross-media neural architecture, that departs from standard cross-media methods, by explicitly accounting for the temporal dimension through temporal subspace learning. The model is softly-constrained with temporal and inter-modality constraints that guide the new subspace learning task by favouring temporal correlations between semantically similar and temporally close instances. Experiments on three distinct datasets show that accounting for time turns out to be important for cross-media retrieval. Namely, the proposed method outperforms a set of baselines on the task of temporal cross-media retrieval, demonstrating its effectiveness for performing temporal subspace learning.Comment: To appear in ACM MM 201