Abstract
Intelligent Tutoring Systems and the evolution of Adaptive Hypermedia have opened the way for the emergence of Web-based Adaptive Educational Systems (AES). However, AES have not yet been sufficiently tested for ill-structured knowledge domains. In the first part of this chapter we examine the question of applicability of AES for constructivist-oriented instruction in such domains. More specifically, we identify the basic problems related to this question, we analyze them and, for each case, we identify and propose conditions that are instrumental for the implementation of AES for ill-structured domains. In the second part of the chapter, we propose an evaluation and design support framework for AES. The objective of the proposed framework is to help evaluate and design AES that are suitable for ill-structured domains and able to support introductory level learning when needed. The work is based mainly on recommendations from Cognitive Flexibility Theory (CFT) and the Framework for Contextual Analysis of Technology Based Learning Environments. Using these recommendations, we present a three-step approach, according to which we first determine fundamental design decisions, transform these into evaluation criteria and finally evaluate architectural mechanisms of AES against the criteria identified. Efficient architectural mechanisms may be leveraged in the design of new, better AES.
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Papaterpos, C.M., Zafiris, P.A., Georgantis, N.P., Papatheodorou, T.S. (2002). Web-Based Adaptive Educational Systems. In: Chin, W., Patricelli, F., Milutinović, V. (eds) Electronic Business and Education. Multimedia Systems and Applications Series, vol 20. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1497-8_4
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DOI: https://doi.org/10.1007/978-1-4615-1497-8_4
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