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A Rationale for Conceiving Adaptation in Educational adaptive Hypermedia Systems
Abstract
Educational Adaptive Hypermedia Systems (EAHSs) have been used to support customized learning. The adaptation mechanisms provided usually try to define the better concept sequence to be presented and to select the materials and activities more appropriate for a given learner. It is argued that to be supportive in terms of learning, adaptation should be guided by four level of information with the instructional model of an application at the highest level. Preliminary application of these ideas has indicated their usefulness to represent adaptation in EAHSs.
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