Transcript PPS - George Katsionis

Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
Adaptive Hypermedia Research
at the
Department of Informatics,
University of Piraeus
Maria Virvou, Maria Moundridou,
Victoria Tsiriga, Katerina Kabassi,
George Katsionis, Konstantinos Manos,
Kalliopi Tourtoglou, Eythymios Alepis
WORKSHOP OF A SPECIAL INTEREST GROUP ON "ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS"
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
WEAR
 WEAR: a Web-based authoring tool for building Intelligent
Tutoring Systems in Algebra-related domains (e.g. physics,
economics, etc.)
 AETG is WEAR’s component that allows instructors to author
adaptive electronic textbooks (in any domain) which are then
delivered over the WWW to learners
 WEAR’s design was based on the results of an empirical study
that we conducted among students and instructors
 One important finding of this study was the need of
incorporating an instructor modelling component in WEAR’s
architecture
WORKSHOP OF A SPECIAL INTEREST GROUP ON "ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS"
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
Instructor modelling in WEAR
 WEAR’s instructor modelling component is used to model the
needs, preferences and expertise of instructors and provide
them individualised support. In this way, the instructor’s
interaction with the tool can be more user-friendly and
efficient.
 A study was conducted in order to examine the necessity and
added value of the existence of this novel component in
WEAR’s architecture.
 The results of the evaluation study showed that the instructor
modelling component is indeed a valuable part of WEAR
 Moreover, these positive findings strengthen our belief that
most authoring tools for Intelligent and Adaptive Educational
Systems could benefit from the incorporation of such a
component in their architecture.
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
References
 Moundridou, M. & Virvou, M. (2003), Analysis and design of a Webbased authoring tool generating Intelligent Tutoring Systems,
Computers & Education. 40(2), pp. 157-181.
 Moundridou, M. & Virvou, M. (2002): Evaluating the instructor
support provided by a Web-based authoring tool for building
adaptive courses. In: Petrushin, V., Kommers, P., Kinshuk & Galeev,
I. (eds.): IEEE International Conference on Advanced Learning
Technologies; Media and the Culture of Learning - ICALT 2002, IEEE
Computer Society, Palmerston North, New Zealand, 408-413.
 Moundridou, M. & Virvou, M. (2001): Authoring and Delivering
Adaptive Web-Based Textbooks using WEAR. In: Okamoto, T.,
Hartley, R., Kinshuk & Klus, J.P. (eds.): IEEE International
Conference on Advanced Learning Technologies; Issues,
Achievements, and Challenges - ICALT 2001, IEEE Computer
Society, Los Alamitos, California, 185-188.
More information about WEAR can be found at:
http://thalis.cs.unipi.gr/~mariam
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
ISM Framework for Student
Modeling
 The problem of initializing student models has often been
neglected in AEHS.
 We have developed a framework for Initializing Student
Models (ISM framework) in Web-based educational systems.
 ISM uses a combination of stereotypes and the distance
weighted k-Nearest Neighbor algorithm.
 ISM has been applied in two AEHS for different tutoring
domains.
 Experiments showed that the initialization of student models
was improved using the ISM framework.
 The models are used in order to provide adaptive tutoring
and support to students.
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
Open Issues concerning ISM
 Automatic generation of the stereotypes
used for initializing student models in ISM.
 ISM should be expanded so as to propose a
method for updating the initial student
models.
 Evaluation of the initial student models that
are produced by ISM in a longer term basis.
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
References
 Tsiriga, V. & Virvou, M. (2004a), Evaluating the Intelligent
Features of a Web-based Intelligent Computer Assisted
Language Learning System, International Journal on Artificial
Intelligence Tools, 13(2).
 Tsiriga, V. & Virvou, M. (2004b), A Framework for the
Initialization of Student Models in Web-based Intelligent
Tutoring Systems, User Modelling and User-Adapted
Interaction, to appear.
 Virvou, M. & Tsiriga, V. (2002): An object-oriented software
life cycle of an intelligent tutoring system, Journal of
Computer Assisted Learning, 17(2), 200-205.
WORKSHOP OF A SPECIAL INTEREST GROUP ON "ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS"
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
User Modelling through Web
Services
 Student modelling is of vital importance for the adaptivity of
the educational systems because it guarantees
personalisation of tutoring.
 WebSUM: an architecture for student modelling over the web
that is based on the very recent technology of Web Services.
• Self-contained, modular applications that provide a set of
functionalities.
 A new model on the Web in which information exchange
more conveniently, reliably and easily.
 Enables the dynamic integration of applications distributed
over the Internet, independently of their underlying
platforms.
 How this information is used?
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
Cognitive and MCDM theories
 Human Plausible Reasoning (HPR)  descriptive theory on
human plausible inference.
• representation of plausible inferences patterns
• set of certainty parameters
 However, the creators of HPR had not specified the exact
mathematical formula for the calculation of their value.
 Multi-Criteria Decision Making (MCDM) complementing HPR
• decision making theories provide precise mathematical methods
for combining criteria but do not define the criteria.
• HPR provides a unifying formal framework of inference patterns
and definition of criteria but does not specify precise
mathematical formulas for combining these criteria.
 SAW, MAUT, DEA
WORKSHOP OF A SPECIAL INTEREST GROUP ON "ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS"
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
References
 Kabassi, K. & Virvou, M. (2003), Using Web Services for
Personalised Web-based Learning. Educational Technology &
Society, Journal of International Forum of Educational
Technology & Society and IEEE Learning Technology Task
Force, 6(3), 61-71.
 Kabassi, K. & Virvou, M. (2004), Personalised Adult e-Training
on Computer Use based on Multiple Attribute Decision
Making. Interacting with Computers, 16(1), 115-132.
More information can be found at:
http://rainbow.cs.unipi.gr/~kkabassi/
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
Virtual reality educational games
 The integration of the technology of VR-Games with
educational systems can provide effective educational
applications.
 VIRGE: a language tutoring system that invites the culture
of computer games for educational purposes. The use of
virtual
reality
games
may
provide
a
cultural
internationalisation and wide acceptance of these systems.
 However, the marriage of education and game-like
entertainment has produced some not-very-educational
games and some not very-entertaining learning activities.
 Thus, the scope of motivation and attractiveness of the
educational game both in classroom and leisure time
conditions has been examined.
WORKSHOP OF A SPECIAL INTEREST GROUP ON "ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS"
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
Affective user modelling
 People’s feelings can play an important role on their
cognitive processes.
 VIRGE models aspects of student behaviour, by combining
detectable performance characteristics of students’ actions
while using the keyboard and the mouse, with evidence
from students’ errors.
 Makes inferences for the student’s possible emotional
state while interacting with the educational application,
and provides appropriate feedback.
 It is very important for intelligent tutoring systems to be
flexible, depending not only on the learning model of a
student but also on the affective model.
WORKSHOP OF A SPECIAL INTEREST GROUP ON "ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS"
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
References
 Virvou, M., & Katsionis, G. (2003), Relating Error Diagnosis
and Performance Characteristics for Affect Perception and
Empathy in an Educational Software Application, Proceedings
of the 10th International Conference on Human Computer
Interaction HCII’2003.
 Virvou, M., Katsionis, G. & Manos, K. (2004), On the
motivation and attractiveness scope of the virtual reality user
interface of an educational game, Proceedings of the
International Conference on Computational Science, Lecture
Notes in Computer Science, ICCS 2004.
More information can be found at:
http://www.gkatsion.kman.gr/
WORKSHOP OF A SPECIAL INTEREST GROUP ON "ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS"
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
Cognitive model of students’
memory in ITS
 The model measures-simulates the way students
learn and possibly forget by using principles of
cognitive psychology concerning human memory
 The model is based on a Cognitive Model by
Ebbinghaus which tries to simulate the retention
capabilities of human brain (Ebbinghaus, 1998)
 The generality of our approach and its
effectiveness within was tested by incorporating
the model in a knowledge based authoring tool,the
Ed-Game Author (Virvou et al. 2002)
WORKSHOP OF A SPECIAL INTEREST GROUP ON "ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS"
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
Memory Features in Simulated
Students
 With the use of agents equipped with a cognitive
model simulating human’s brain retention
capabilities, we try to measure the effectiveness of
an educational software
 The agents, using different student models, “play”
the educational software while keeping track on
the information actually retained
 At the end of the process we can point out where
our educational software is weak on “teaching” the
specified subject
WORKSHOP OF A SPECIAL INTEREST GROUP ON "ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS"
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
References
 Manos, K. & Virvou, M. (2004): Memory Features in Simulated Students to
Improve the Software Engineering Process and the Performance of
Intelligent Tutoring Systems. Technology Instruction Cognition & Learning,
1(4), OCP Science, Vol 1, pp. 303-322
 Virvou, M., Katsionis, G. & Manos, K. (2004), On the motivation and
attractiveness scope of the virtual reality user interface of an
educational game, Proceedings of the International Conference on
Computational Science, Lecture Notes in Computer Science, ICCS 2004.
 Virvou, M., Manos, K., Katsionis, G. & Tourtoglou, K (2002): Incorporating the
Culture of Virtual Reality Games into Educational Software via an
Authoring Tool, Proceedings of the IEEE International Conference on Systems
Man and Cybernetics 2002 (SMC 02), 2, 326-331.
 Virvou, M. & Manos, K. (2003), Individualising a cognitive model of
students’ memory in Intelligent Tutoring Systems, Lecture Notes in
Artificial Intelligence, 2773, 893-897.
More information can be found at: http://www.kman.gr/
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
Mobile Author
 Mobile Author allows human instructors to create their own ITS
in the domain they are interested in, simply by using their
mobile phone.
 A mobile ITS authoring tool designed to provide the relatively
new mobile facilities to both instructors and students while
retaining high quality of the educational application with respect
to interactivity, adaptivity and personalisation.
 Human instructors have to insert domain data through a userfriendly interface from any computer or mobile device they wish
to use. Then Mobile Author provides the reasoning mechanisms
needed for the creation of a complete ITS.
WORKSHOP OF A SPECIAL INTEREST GROUP ON "ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS"
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
Mobile Tutoring and Course
Management
 All domain data that is inserted by instructors is kept into the Tutoring
Domain Data-Bases, which communicate with the Educational Application
Reasoner and thus can form the ITS to be delivered to the students
 When an ITS has been created by an author (instructor), it may be used by
students as an educational tool while instructors can be assisted in the
management of the course and the assessment of their students
 Both kinds of user (students and instructors) can use the application to
cooperate in the educational process. The instructor and the students are not
only able to have easy access to the data-bases of the application but they can
also “communicate” with each other
WORKSHOP OF A SPECIAL INTEREST GROUP ON "ADAPTIVE EDUCATIONAL HYPERMEDIA SYSTEMS"
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Adaptive Hypermedia Research
Department of Informatics – University of Piraeus
References
 Virvou M. (2002) “A Cognitive Theory in an Authoring Tool for Intelligent
Tutoring Systems”, Proceedings of IEEE International Conference on
Systems Man and Cybernetics 2002 (SMC’02), Vol 2, pp. 410-415.
 Virvou M. & Alepis E. (2003). Human-like characteristics by speaking
animated agents in a web-based tutoring system. In C. Stephanidis (ed.)
Adjunct Proceedings of the 10th International Conference on Human
Computer Interaction (HCII’2003), pp. 109-110.
 Virvou M. & Alepis E. (2003). Creating tutoring characters through a Webbased authoring tool for educational software. In Proceedings of the 2003
IEEE International Conference on Systems, Man and Cybernetics.
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