Survey of data mining approaches to user modeling for adaptive hypermedia

The ability of an adaptive hypermedia system to create tailored environments depends mainly on the amount and accuracy of information stored in each user model. Some of the difficulties that user modeling faces are the amount of data available to create user models, the adequacy of the data, the noise within that data, and the necessity of capturing the imprecise nature of human behavior. Data mining and machine learning techniques have the ability to handle large amounts of data and to process uncertainty. These characteristics make these techniques suitable for automatic generation of user models that simulate human decision making. This paper surveys different data mining techniques that can be used to efficiently and accurately capture user behavior. The paper also presents guidelines that show which techniques may be used more efficiently according to the task implemented by the applicatio

Automated user modeling for personalized digital libraries

Digital libraries (DL) have become one of the most typical ways of accessing any kind of digitalized information. Due to this key role, users welcome any improvements on the services they receive from digital libraries. One trend used to improve digital services is through personalization. Up to now, the most common approach for personalization in digital libraries has been user-driven. Nevertheless, the design of efficient personalized services has to be done, at least in part, in an automatic way. In this context, machine learning techniques automate the process of constructing user models. This paper proposes a new approach to construct digital libraries that satisfy user’s necessity for information: Adaptive Digital Libraries, libraries that automatically learn user preferences and goals and personalize their interaction using this information

The role of human factors in stereotyping behavior and perception of digital library users: A robust clustering approach

To deliver effective personalization for digital library users, it is necessary to identify which human factors are most relevant in determining the behavior and perception of these users. This paper examines three key human factors: cognitive styles, levels of expertise and gender differences, and utilizes three individual clustering techniques: k-means, hierarchical clustering and fuzzy clustering to understand user behavior and perception. Moreover, robust clustering, capable of correcting the bias of individual clustering techniques, is used to obtain a deeper understanding. The robust clustering approach produced results that highlighted the relevance of cognitive style for user behavior, i.e., cognitive style dominates and justifies each of the robust clusters created. We also found that perception was mainly determined by the level of expertise of a user. We conclude that robust clustering is an effective technique to analyze user behavior and perception

QuizMap: Open social student modeling and adaptive navigation support with TreeMaps

In this paper, we present a novel approach to integrate social adaptive navigation support for self-assessment questions with an open student model using QuizMap, a TreeMap-based interface. By exposing student model in contrast to student peers and the whole class, QuizMap attempts to provide social guidance and increase student performance. The paper explains the nature of the QuizMap approach and its implementation in the context of self-assessment questions for Java programming. It also presents the design of a semester-long classroom study that we ran to evaluate QuizMap and reports the evaluation results. © 2011 Springer-Verlag Berlin Heidelberg

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)

Applying digital content management to support localisation

The retrieval and presentation of digital content such as that on the World Wide Web (WWW) is a substantial area of research. While recent years have seen huge expansion in the size of web-based archives that can be searched efficiently by commercial search engines, the presentation of potentially relevant content is still limited to ranked document lists represented by simple text snippets or image keyframe surrogates. There is expanding interest in techniques to personalise the presentation of content to improve the richness and effectiveness of the user experience. One of the most significant challenges to achieving this is the increasingly multilingual nature of this data, and the need to provide suitably localised responses to users based on this content. The Digital Content Management (DCM) track of the Centre for Next Generation Localisation (CNGL) is seeking to develop technologies to support advanced personalised access and presentation of information by combining elements from the existing research areas of Adaptive Hypermedia and Information Retrieval. The combination of these technologies is intended to produce significant improvements in the way users access information. We review key features of these technologies and introduce early ideas for how these technologies can support localisation and localised content before concluding with some impressions of future directions in DCM

Review on learning orientations

The need has arises towards the consideration of individual difference to let learners engage in and responsible for their own learning, retain information longer, apply the knowledge more effectively, have positive attitudes towards the subject, have more interest in learning materials, score higher and have high intrinsic motivation level. As regard to the importance of individual differences, Martinez (2000) has grounded a new theory, which is Intentional Learning Theory that covered individual aspects of cognitive, intention, social and emotion. This theory hypothesizes that the fundamental of understanding how individual learns, interact with an environment, performs, engages in learning, experiences learning, and assimilate and accommodate the new knowledge is by understanding individual’s fundamental emotions and intentions about how to use learning, why it is important, when the suitable time, and how it can accomplish personal goals and change. The intent of this theory is to focus on emotions and intentions of an individual regarding why, when and how learning goals are organized, processed, and achieved. In conclusion, Learning Orientations introduced by this theory describes the disposition of an individual in approaching, managing and achieving their learning intentionally and differently from others