Adaptive Hypermedia allows online content to be tailored specifically to the needs of the user. This is particularly valuable in educational systems, where a student might benefit from a learning experience which only displays (or recommends) content that they need to know. Authoring for adaptive systems requires content to be divided into stand-alone fragments which must then be labelled with sufficient pedagogical metadata. Authors must also create a pedagogical strategy that selects the appropriate content depending on (amongst other things) the learner's profile. This authoring process is time-consuming and unfamiliar to most non-technical authors. Therefore, to ensure that students (of all ages, ability level and interests) can benefit from Adaptive Educational Hypermedia, authoring tools need to be usable by a range of educators. The overall aim of this thesis is therefore to identify the ways that this authoring process can be simplified. The research in this thesis describes the changes that were made to the My Online Teacher (MOT) tool in order to address issues such as functionality and usability. The thesis also describes usability and functionality changes that were made to the GRAPPLE Authoring Tool (GAT), which was developed as part of a European FP7 project. These two tools (which utilise different authoring paradigms) were then used within a usability evaluation, allowing the research to draw a comparison between the two toolsets. The thesis also describes how educators can reuse their existing non-adaptive (linear) material (such as presentations and Wiki articles) by importing content into an adaptive authoring system.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:582247 |
| Date | January 2012 |
| Creators | Foss, Jonathan G. K. |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/56270/ |
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