Stephan Weibelzahl

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Developing adaptive internet based learning courses usually requires a lot of programming efforts to provide session management, keeping track of the learners current state, and adapting the interface layout to specific requirements. NetCoach is designed to enable authors to develop adaptive learning courses without programming knowledge. In this paper, we(More)
The evaluation of interactive adaptive systems has long been acknowledged to be a complicated and demanding endeavour. Some promising approaches in the recent past have attempted tackling the problem of evaluating adaptivity by “decomposing” and evaluating it in a “piece-wise” manner. Separating the evaluation of different aspects can help to identify(More)
Unambiguously, adaptive systems have to be evaluated empirically to guarantee that the adaptivity really works. Nevertheless, only few of the existing adaptive systems have been evaluated. One of the most important reasons for this lack is, that measures for adaptivity success have not been investigated systematically up to now. The aim of this PhD thesis(More)
The main source of information in most adaptive hypermedia systems are server monitored events such as page visits and link selections. One drawback of this approach is that pages are treated as "monolithic" entities, since the system cannot determine what portions may have drawn the user's attention. Departing from this model, the work described here(More)
Empirical studies with adaptive systems offer many advantages and opportunities. Nevertheless, there is still a lack of evaluation studies. This paper lists several problems and pitfalls that arise when evaluating an adaptive system and provides guidelines and recommendations for workarounds or even avoidance of these problems. Among other things the(More)
The findings of the Workshop on Learner-oriented Knowledge Management and KM-oriented e-Learning (LOKMOL 2005) are summarized in this paper. The results are derived from the presented papers as well as from the moderated discussion during the workshop. First, the main barriers that have to be passed in order to integrate KM and e-Learning are discussed.(More)
This chapter discusses a usability engineering approach for the design and the evaluation of adaptive web-based systems, focusing on practical issues. A list of methods will be presented, considering a user-centered approach. After having introduced the peculiarities that characterize the evaluation of adaptive web-based systems, the chapter describes the(More)
Learning environments aim to deliver efficacious instruction, but rarely take into consideration the motivational factors involved in the learning process. However, motivational aspects like engagement play an important role in effective learning–engaged learners gain more. E-Learning systems could be improved by tracking students’ disengagement that, in(More)
A promising approach towards evaluating adaptive systems is to decompose the adaptation process and evaluate the system in a “piece-wise” manner. This paper presents a decomposition model that integrates two previous proposals. The main “stages” identified are: (a) collection of input data, (b) interpretation of the collected data, (c) modeling of the(More)
Most e-Learning systems store data about the learner’s actions in log files, which give us detailed information about learner behaviour. Data mining and machine learning techniques can give meaning to these data and provide valuable information for learning improvement. One area that is of particular importance in the design of e-Learning systems is learner(More)