Adaptive Hypermedia Research at the Department of Informatics, University of Piraeus

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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

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WEAR

• WEAR a Web-based authoring tool for building
  Intelligent Tutoring Systems in Algebra-related
  domains (e.g. physics, economics, etc.)
• AETG is WEARs component that allows instructors
  to author adaptive electronic textbooks (in any
  domain) which are then delivered over the WWW to
  learners
• WEARs 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 WEARs architecture

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Instructor modelling in WEAR

• WEARs instructor modelling component is used to
  model the needs, preferences and expertise of
  instructors and provide them individualised
  support. In this way, the instructors
  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 WEARs 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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References

• Moundridou, M. Virvou, M. (2003), Analysis and
  design of a Web-based 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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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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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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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.

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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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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

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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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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.

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Affective user modelling

• Peoples 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 students 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.

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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 HCII2003.
• 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/

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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)

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Memory Features in Simulated Students

• With the use of agents equipped with a cognitive
  model simulating humans 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

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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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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 user-friendly 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.

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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

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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 (SMC02), 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 (HCII2003), pp. 109-110.
• Virvou M. Alepis E. (2003). Creating tutoring
  characters through a Web-based authoring tool for
  educational software. In Proceedings of the 2003
  IEEE International Conference on Systems, Man and
  Cybernetics.