LAG

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LAG

• Alexandra I. Cristea

UNESCO workshop Personalization in Education
Feb04
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Overview LAG

• What is LAG
• LAG components
• Why LAG?
• New adaptation rules
• Adaptation strategies

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What is LAG?
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What is LAG ?

• a generalized adaptation model for generic
  adaptive hypermedia authoring
• First paper http//wwwis.win.tue.nl/alex/Confere
  nces/02/AH02/calvi-cristea-final-w-header-ah2002.p
  df
• Second (referring) paper http//wwwis.win.tue.nl/
  alex/Conferences/02/ELEARN02/Cristea-Adaptation-A
  daptability.pdf
• Third paper http//wwwis.win.tue.nl/alex/HTML/Mi
  nerva/papers/UM03-cristea-calvi-accepted.doc

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LAG components
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LAG components

• Direct adaptation Techniques
• Adaptation Language
• Adaptation Strategies

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Adaptation granularity

• lowest level direct adaptation techniques
• adaptive navigation support adaptive
  presentation (Brusilovsky 1996), implem. AHA!
  expressed in AHAM syntax
• techniques usually based on threshold
  computations of variable-value pairs.
• medium level more goal / domain-oriented
  adaptation techniques
• based on a higher level language that embraces
  primitive low level adaptation techniques
  (wrapper)
• new techniques adaptation language (Calvi
  Cristea 2002),
• high level adaptation strategies
• wrapping layers above
• goal-oriented

Adaptation Assembly language
Adaptation Programming language
Adaptation Function calls
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Why LAG?
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Motivation LAG

• Authoring with different complexity degrees
  (beginner authors vs. advanced)
• Re-usage at each level
• Better semantics
• standardization

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New adaptation rules proposed(Adaptation
Language)
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Adaptation Programming language

• level rule
• IF ENOUGH(ltPREREQUISITESgt) THENltACTIONgt
• temporal rule
• WHILE ltCONDITIONgt DO ltACTIONgt
• repetition rule
• FOR lti1..ngt DO ltACTIONgt
• interruption command
• BREAK ltACTIONgt
• generalization command
• GENERALIZE (COND, COND1, , CONDn)
• specialization command
• SPECIALIZE (COND, COND1, , CONDn)

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A level rule

• IF ENOUGH(ltPREREQUISITESgt) THENltACTIONgt
• ENOUGH fct. of no. quality of prerequisites
  true if, e.g., a given no. of prerequisites from
  a set is fulfilled
• Ex PREREQUISITES time_spent ACTION go to
  next level
• Rule becomes
• IF ENOUGH (time_spent on crt. level) THEN go to
  next level
• Where ENOUGH is defined, e.g., as follows
• ENOUGH (time) 30 time units
• time (advanced topic) 10 (time units per
  topic)
• ENOUGH (medium topic) 5 (time units per
  topic)
• ENOUGH (beginner topic) 2 (time units per
  topic)

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A temporal rule

• action repeated as long as 1-more cond.s hold
• WHILE ltCONDITIONgt DO ltACTIONgt
• According to CM paradigm, concepts ? canned but
  assembled depending on UM their attr.s ( more
  than mere addition/deletion of links)
• E.g, a warning is repeated that user search
  direction is wrong. Another cond. can trigger a
  service denial response if a threshold is passed.

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A repetition rule

• a certain (simple / composed) action repeated for
  a no. of times predefined by author
• FOR lti1..ngt DO ltACTIONgt
• describes the time this action has to last before
  reader can move on.

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An interruption command

• user action is interrupted s/he is forced to
  undertake a different one
• BREAK ltACTIONgt
• represents an exacerbation of traditional
  behavior of AHS user is punished if she
  doesnt stick to learning pathways provided by
  system.

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A generalization command

• new concept reader has reached is compared w.
  more general ones it refers to. As a result, the
  reader is pointed to related concept(s)
• GENERALIZE (COND, COND1, , CONDn)

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A specialization command

• if concept is general, system deductively points
  reader to more specific instantiations
• SPECIALIZE (COND, COND1, , CONDn)
• E.g, if student reads about Model Reader in a
  course on postmodern literature, she can be
  pointed to an extract from Calvinos novel Se
  una notte, where this notion is exemplified.

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Other commands

• comparison (concept analogy search)
• difference
• both instances of generalization
• duration a rule related to repetition
• lyrical use of repetitions in hyperfiction has
  given rise to a particular design pattern

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Adaptation Strategies
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Adaptive strategies for cognitive styles
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converger (abstract, active)
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diverger (concrete, reflective)
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assimilator (abstract, reflective)
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accommodator (concrete, active)