1. Considering Human Memory Aspects to Adapting in Educational Hypermedia bielik@fiit.stuba.sk Peter Ágh and Mária Bieliková

2. Mária BielikováAH group seminár, 27.10. 20042 Human Memory Aspects in AH What considering human memory characteristics for design adaptation techniques (the amount of user knowledge not only grows) Why improving effectiveness of learning by considering the human memory characteristics

3. Mária BielikováAH group seminár, 27.10. 20043 HOW? Modeling the process of forgetting forgetting curve knowledge activity in the memory related to the concept knowledge space organization supporting the remembering Usage of the model for adaptation repetition schemes

4. Mária BielikováAH group seminár, 27.10. 20044 Human memory model Human mind as an information processing system Atkinson-Shiffrin Model, 1968 Sensory memory (INPUT) Working memory (PROCESSING) Long-term memory (STORAGE) USAGE OF THE SYSTEM – accessing information  remembering

5. Mária BielikováAH group seminár, 27.10. 20045 Information accessing Several theories of forgetting - a consequence of fading over time (decay theory) interference (interference theory) lack of retrieval cues (retrieval failure theory) Forgetting Curve Woodworth, 1938

6. Mária BielikováAH group seminár, 27.10. 20046 Model of forgetting for adaptive hypermedia Every concept performance value from the user model is extended with data about how much is the knowledge remembered  knowledge activity (real number) Forgetting curve is reflected after every new user’s session Levels of the rate at which a user has worked with particular knowledge normal level  speed of losing is computed according standard forgetting curve low level  oblivion is faster high level  oblivion is slower

7. Mária BielikováAH group seminár, 27.10. 20047 Time zones less than 3 hours after the learning 3-6 hours after the learning 6-12 hours after the learning 12-24 hours after the learning 1-3 days after the learning 3-7 days after the learning 1-2 weeks after the learning 2-4 weeks after the learning 1-3 months after the learning more than 3 months after the learning

8. Mária BielikováAH group seminár, 27.10. 20048 Repetition Increase of the knowledge activity Repetition techniques periodical repetition final repetition introductory repetition (overall, necessary) Selection criteria random selection selection based on time of acquisition the knowledge selection based on a measure of remembering selection based on prerequisite dependencies

9. Mária BielikováAH group seminár, 27.10. 20049 Knowledge space organization Structure of hyperspace can aid repeating repeating one knowledge item may cause the need of repeating another knowledge item repeating of a knowledge can provide a repetition its prerequisites forgetting a knowledge has no implication for forgetting its prerequisites Prerequisite relation domain prerequisites pedagogical prerequisites (weaker)

10. Mária BielikováAH group seminár, 27.10. 200410 Experimental prototype Web-based book on computer architectures Adaptation techniques adaptive link annotation (implemented) adaptive link sorting stretchtext (implemented) sorting fragments inserting/removing fragments

11. Mária BielikováAH group seminár, 27.10. 200411 Conclusions Considering human memory characteristics brings: more accurate information about the state of the student's knowledge better aid for remembering the knowledge and automatic repetition of lost knowledge more effective (adaptive) assistance for students with memory-problems, or for students with more- than-average memory abilities Handling a student profile containing his specific human memory characteristics

12. Mária BielikováAH group seminár, 27.10. 200412 Further work Experimental evaluation of effectiveness of the model of forgetting for learning and tuning the model Experimenting with tuning the forgetting curve individually for each user  more effective repeating by utilization of individual differences