2. INFSCI 2955 Adaptive Web Systems Session 2-1: Adaptive Navigation Support Peter Brusilovsky School of Information Sciences University of Pittsburgh, USA http://www.sis.pitt.edu/~peterb/2955-092/

3. Outline Adaptive hypermedia –Where? –Why? –What? –How? Adaptive navigation support –Approaches –Mechanisms

4. Adaptive hypermedia: Why?  Different people are different  Individuals are different at different times  "Lost in Hyperspace”  Large variety of users  Variable characteristics of the users  Large hyperspace

5. Where it can be useful? Web-based Education –ITS, tutorials, Web courses On-line information systems –classic IS, information kiosks, encyclopedias E-commerce Museums –virtual museums and handheld guides Information retrieval systems –classic IR, filtering, recommendation, services

6. Where it can be useful? Web-based education çELM-ART, AHA!, KBS-Hyperbook, MANIC On-line information systems çPEBA-II, AHA!, AVANTI, SWAN, ELFI, ADAPTS E-commerce çTellim, SETA, Adaptive Catalogs Virtual and real museums çILEX, HYPERAUDIO, HIPS, Power, Marble Museum Information retrieval, filtering, recommendation çSmartGuide, Syskill & Webert, IfWeb, SiteIF, FAB, AIS

7. Adapting to what? Knowledge: about the system and the subject Goal: local and global Interests Background: profession, language, prospect, capabilities Navigation history

8. What can be adapted? Hypermedia = Pages + Links Adaptive presentation –content adaptation Adaptive navigation support –link adaptation

10. Adaptive navigation support: goals Guidance: Where I can go? –Local guidance (“next best”) –Global guidance (“ultimate goal”) Orientation: Where am I? –Local orientation support (local area) –Global orientation support (whole hyperspace)

11. Adaptive navigation support Direct guidance Restricting access –Removing, disabling, hiding Sorting Annotation Generation –Similarity-based, interest-based Map adaptation techniques

12. Example: Adaptive annotation Annotations for topic states in Manuel Excell: not seen (white lens) ; partially seen (grey lens) ; and completed (black lens)

13. Example: Adaptive annotation 1. Concept role 2. Current concept state 3. Current section state 4. Linked sections state 4 3 2 1 v

14. Adaptive navigation support: major goals and relevant technologies

15. What can be adapted: links Contextual links (“real hypertext”) Local non-contextual links Index pages Table of contents Links on local map Links on global map

16. Link types and technologies

17. Some Popular ANS Mechanisms Relevance-based navigation support –Expresses link relevance to user interests –Mechanism is similar to adaptive search, but interface is different Prerequisite-based navigation support Progress-based navigation support A mechanism is different from interface –Same mechanism, different presentation

18. Relevance-based navigation support Sorting Þ HYPERFLEX, 1993 Annotation (icons) Þ Siskill & Webert 1996 Annotation (font) Þ ScentTrails 2003 Annotation (icons) + Sorting Þ YourNews, 2007

19. Evaluation of sorting HYPERFLEX: IR System –adaptation to user search goal –adaptation to “personal cognitive map” Number of visited nodes decreased (significant) Correctness increased (not significant) Goal adaptation is more effective No significant difference for time/topic

20. Syskill & Webert vs. ScentTrails

21. Content-Based Link Annotation in YourNews

22. Prerequisite Mechanism: ISIS-Tutor An adaptive tutorial for CDS/ISIS/M users Domain knowledge: concepts and constructs Concept-Based Hyperspace : –Description of concepts and constructs –Examples and problems indexed with concepts (could be used in an exploratory environment) Link annotation with colors and marks Removing links to “not relevant” pages

23. Concepts, examples, and problems Example 2Example M Example 1 Problem 1 Problem 2Problem K Concept 1 Concept 2 Concept 3 Concept 4 Concept 5 Concept N Examples Problems Concepts

24. Indexing and navigation Example 2Example M Example 1 Problem 1 Problem 2Problem K Concept 1 Concept 2 Concept 3 Concept 4 Concept 5 Concept N Examples Problems Concepts

25. Student modeling and adaptation States for concepts: –not ready (may be hidden) –ready (red) –known (green) –learned (green and ‘+’) State for problems/examples: –not ready (may be hidden) –ready (red) –solved (green and ‘+’)

26. Sample index page (annotation)

27. Sample index page (hiding)

28. ISIS-Tutor: Evaluation 26 first year CS students of MSU 3 groups: –control (no adaptation) –adaptive annotation –adaptive annotation + hiding Goal: 10 concepts (of 64), 10 problems, all examples

29. Experiment design

30. Results: performance Adaptive annotation makes navigation more efficient

31. The value of adaptivity: steps

32. The value of adaptivity: repetitions

33. Results: recall No effect on recall

34. To hide or not to hide? Additional value of hiding is unclear. Users prefer “freedom”

35. InterBook: Prerequisite-based navigation in ET “Knowledge behind pages” Structured electronic textbook (a tree of “sections”) Sections indexed by domain concepts –Outcome concepts –Background concepts Concepts are externalized as glossary entries Shows educational status of concepts and pages

36. Sections and concepts Chapter 1 Chapter 2 Section 1.1 Section 1.2 Section 1.2.1Section 1,2,2 Textbook

37. Sections and concepts Chapter 1 Chapter 2 Section 1.1 Section 1.2 Section 1.2.1Section 1,2,2 Domain model Concept 1 Concept 2 Concept 3 Concept 4 Concept m Concept n Textbook

38. Indexing and navigation Chapter 1 Chapter 2 Section 1.1 Section 1.2 Section 1.2.1Section 1.2.2 Domain model Concept 1 Concept 2 Concept 3 Concept 4 Concept m Concept n Textbook Prerequisite and Outcome Links Book Structure

40. Glossary view

41. Navigation in InterBook Regular navigation –Linear (Continue/Back) –Tree navigation (Ancestors/Brothers) –Table of contents Concept-based navigation –Glossary (concept -> section) –Concept bar (section -> concept) –Hypertext links (section -> concept)

42. Adaptive navigation support Adaptive annotations –Links to sections –Links to concepts –Pages Adaptive sorting –Background help Direct guidance (course sequencing) –Teach Me

43. User modeling Overlay student model for domain concepts Knowledge states for each concept –unknown (never seen) –known (visited some page) –learned (passed a test) Information for sections –visited/not visited –time spent Information for tests: last answers

44. Adaptive annotation Educational status for concept unknown known learned Educational status for sections not ready to be learned ready to be learned suggested

45. Adaptive annotation in InterBook 1. State of concepts (unknown, known,..., learned) 2. State of current section (ready, not ready, nothing new) 3. States of sections behind the links (as above + visited) 3 2 1 v

46. Bookshelves and books

47. Book view

48. Backward learning: “help” and “teach this”

49. InterBook: Evaluation Goal: to find a value of adaptive annotation Electronic textbook about ClarisWorks 25 undergraduate teacher education students 2 groups: with/without adaptive annotation Format: exploring + testing knowledge Full action protocol

50. Results No overall difference in performance Sequential navigation dominates...but... Adaptive annotation encourage non- sequential navigation The effect of “following green” The adaptation mechanism works well

51. Preferred ways of navigation

52. The effect of “following green” with adaptation

53. Adaptation mechanisms do work!

54. Where is the magic? No magic: Knowledge behind material Knowledge about domain (subject) Knowledge about documents –Simple concept indexing Knowledge about students –Learning goal model –Overlay student model Straightforward techniques of user modeling and adaptation

55. Adaptive Hypertext: The Secret Adaptive hypertext has knowledge “behind” the pages A network of pages like a regular hypertext plus a network of concepts connected to pages Pool of Learning ItemsDomain Model

56. Hyperspace structuring Concept-based hyperspace No imposed structure Hierarchy ASK approach - conversational relationships

57. Progress-based Mechanism The idea of the mechanism to express the progress of user knowledge/experience –With domain concepts –With content pages Possible interfaces –Removing links to well-known concepts (AHA) –Annotating links to concepts and pages (InterBook, Inspire, QuizGuide, NavEx)

58. Progress-Based Hiding Adaptive course on Hypertext (De Bra) Hiding “not ready” links Hiding obsolete links Small-scale evaluation No significant differences Students are not comfortable with disappearing links

59. Progress-Based Annotation

60. ELM-ART: Lisp ITS on WWW Model: adaptive electronic textbook –hierarchical textbook –tests –examples –problems –programming laboratory Navigation Support –Uses both progress-based and prerequisite- based navigation support

61. ELM-ART: Navigation Support

63. ELM-ART: Evaluation No formal classroom study Users provided their experience Drop-out evaluation technology 33 subjects –visited more than 5 pages –have no experience with Lisp –did not finish lesson 3 –14/19 with/without programming experience

64. ELM-ART: Value of ANS Mean number of pages which the users with no experience in programming languages completed with ELM-ART

65. ELM-ART: Value of ANS Mean number of pages which the users with experience in at least one programming language completed with ELM-ART

66. Adaptive Navigation Support Reduces navigation efforts çResults are not significant (variety of styles?) Reduces repetitive visits to learning pages çSignificant - if applied properly Encourage non-sequential navigation Increases learning outcome çFor those who is ready to follow and advice Make system more attractive for students

67. What Size of “concept”? How much domain knowledge should a concept cover? Two practical approaches Topic-based student modeling –Large topics, one per ULM/page Concept-based student modeling –Small concepts, many per ULM/page

68. Topic-based Student Modeling Benefits –Easier for students and teachers to grasp –Easier for teachers to index content –Clear interface for presentation of progress Shortcomings –The user model is too coarse-grained –Precision of user modeling is low

69. Demo: QuizGuide

70. Concept-based Student Modeling Benefits –The user model is fine-grained –Precision of user modeling is good Shortcomings –Harder for students and teachers to grasp –Harder for teachers to index content –Presentation of progress is harder to integrate into the system interface

71. Target-arrow abstraction: –Number of arrows – level of knowledge for the specific topic (from 0 to 3). Individual, event-based adaptation. –Color Intensity – learning goal (current, prerequisite for current, not-relevant, not- ready). Group, time-based adaptation. QuizGuide: Adaptive Annotations Topic–quiz organizati on:

72. QuizGuide: Influence on Motivation Adaptive navigation support increased student's activity and persistence of using the system Within the same class QuizGuide session were much longer than QuizPACK sessions: 24 vs. 14 question attempts at average. Average Knowledge Gain for the class rose from 5.1 to 6.5

73. QuizGuide: Success Rate Increase One-way ANOVA shows that mean success value for QuizGuide with ANS is significantly larger then: F(1, 43) = 5.07 (p-value = 0.03).

74. A Deeper Look

75. Demo: NavEx

76. Indexing Examples in NavEx Concepts derived from language constructs –C-code parser (based on UNIX lex & yacc) –51 concepts totally (include, void, main_func, decl_var, etc) Ask teacher to assign examples to lectures –Use a subsetting approach to divide extracted concepts into prerequisite and outcome concepts

77. Increased Motivation The increase of the amount of work for the course