Manual and automatic authoring for adaptive hypermedia

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Abstract

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.

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