Zagreb, September AHyCo: an Approach to a Web-Based Learning and Testing System Nataša Hoić-Božić, Faculty of Philosophy, University of Rijeka Vedran Mornar Faculty of Electrical Engineering and Computing, University of Zagreb 4 th Workshop “Software Engineering Education and Reverse Engineering” Zagreb 5 – 12 September 2004

Zagreb, September Introduction Enhancing traditional computer-aided education by using the hypermedia paradigm Web-based hypermedia system in education Advantages:  More activity from students  Improve student’s motivation  Easier learning Disadvantage:  “Get lost in hyperspace” problem

Zagreb, September Adaptive hypermedia system  Adaptive hypermedia system (AHS): Hypermedia (or hypertext) system User model Adapting the hypermedia content by using the user model  Adaptive presentation and adaptive navigation support  Most important shortcoming: authoring component

Zagreb, September Structure of AHyCo AHS AHyCo - Adaptive Hypermedia Courseware Web-based adaptive educational hypermedia system Authoring environment and Web-based learning environment Adaptive navigation support and lessons sequencing

Zagreb, September Model of AHyCo system Model consists of:  Domain model (DM) - the structure of learning domain  Student model (SM) - student's knowledge of the learning concepts  Adaptation model (AM) - rules for adaptation DOMAIN MODEL STUDENT MODEL ADAPTATION MODEL HYPERMEDIA COMPONENT & USER INTERFACE USER

Zagreb, September Domain model DM describes the structure of the learning domain Two-level structure: 1. Graph of concepts (lessons C i and tests T j ) 2. Graph of modules M k  course Suitable for storing learning materials from different areas (computer science, mathematics, medicine, art, etc.) Concept-oriented structure of the knowledge

Zagreb, September Concepts from domain model Concepts - elementary pieces of knowledge for the given domain Links - prerequisite relationships  between concepts or modules  C i  C j - “concept C i should be learned before concept C j " Two types of concepts:  Lessons C i  Tests T j

Zagreb, September Concept - lesson C i Presents the subject matter, introduces new learning concepts, presents examples,... Definition of lesson C i includes:  Set of multimedia fragments that represent the content of the lesson (text and graphics, sound, animation, video)  Set of prerequisite concepts  Set of questions Q i related to the lesson  Weight of the lesson wc i  Minimum acceptable knowledge level for MYCIN model lMy i

Zagreb, September Concept - test T j Test contains the questions about the domain lessons Definition of test T j includes:  Set of prerequisite lessons, PT j : T j will contain the questions related to lessons from PT j  Total number of questions n j  Set of configuration rules N j that specify how many questions for each lesson C i should be placed into the test

Zagreb, September Questions Multiple-choice single/multiple answer questions related to the lesson  Stem - a set of hypermedia fragments  Set of offered answers  Index of the correct answer  Weight of the question q Two kinds of questions:  Hypermedia questions  Parameterized questions

Zagreb, September Module Related concepts are grouped into modules M k Easier navigation through the learning material Definition of module M k includes:  Set of concepts  Set of prerequisite modules  Minimum acceptable knowledge for module lm k

Zagreb, September The course student has enrolled Directed graph of modules or course An example of a courseware with 4 modules

Zagreb, September SM represents the student's knowledge of the learning concepts two-level overlay model 2. modules M k km k - student’s knowledge value km k =  k j * wc j Student model and testing 1. lessons C i r i - estimate about the student’s reading k i - student’s knowledge of the concept C i (MYCIN)

Zagreb, September Adaptation model AM describes the rules for adaptive navigation: “pedagogical rules” Classification of the concepts:  completely recommended concepts  recomended concepts  learned concepts  not recommended concepts  concepts for repetition Adaptive annotation technique: various colours for each concept types

Zagreb, September Adaptive navigation Navigation within the module  Traversing of a directed graph following the suggested hyperlinks Navigation between the modules  Tests or quizzes T j to check the students’ knowledge  When student reaches the marginal knowledge level km k, hyperlinks to other modules become active  Student could proceed to the next module

Zagreb, September Components of AHyCo System components: 1. Microsoft SQL Server 2000 database 2. Microsoft Access forms - interface for authors 3. Midle-tier component - communication between Web application and database 4. Microsoft ASP.NET C# Web application - learning environment

Zagreb, September Authoring component Microsoft Access forms as an interface for authors to the MS SQL 2000 database Microsoft Access forms Main steps in the process of authoring: 1. Creating hypermedia lessons 2. Creating questions 3. Designing tests 4. Creating module 5. Creating graph of concepts 6. Creating course

Zagreb, September Example: Creating hypermedia lesson Lessons as Word objects in database and sets of HTML documents

Zagreb, September Example: Creating parameterized question

Zagreb, September Example: Creating graph of concepts Graph based on prerequisite relationships between the concepts

Zagreb, September AHyCo learning environment

Zagreb, September Example: Web page with lesson

Zagreb, September Example: Web page with question

Zagreb, September Future plans Evaluation of the learning environment  Structuring and preparing the courseware for several courses on FER and FFRI Further development of the testing environment  Adding more question types  Incorporating the problem questions Further development of the authoring environment  Verification with the teachers