Auflistung nach Autor:in "Lippitsch, Stefan"
1 - 4 von 4
Treffer pro Seite
Sortieroptionen
- KonferenzbeitragAdaptive Coherence Information as an Approach to facilitate the Comprehension of Online Learning Courses(11. GI-Workshop "Adaptivität und Benutzermodellierung in interaktiven Softwaresystemen", 2003) Lippitsch, Stefan; Weber, GerhardKnowledge acquisition with online learning courses is mostly a matter of reading texts on a display. Understanding the text might be more problematic than in a book because of the possible gaps which could be produced by jumps to remote pages. Building an inadequate mental model might be a more probable danger for readers with little or no background knowledge because they do not have sufficient substitutions for lacking actual coherent information. This situation could be prevented by an adaptive feature that supports the user with additional information. We plan to examine the effectiveness and efficiency of an additional adaptive coherence information.
- KonferenzbeitragImproving Structural Salience by Content Adaptation with Summaries(10. GI-Workshop "Adaptivität und Benutzermodellierung in interaktiven Softwaresystemen", 2002) Lippitsch, Stefan; Weibelzahl, Stephan; Weber, GerhardUsers have a better chance to comprehend a text the better its coherence and structural salience is. Presentation adaptation will be used to attain more support for link structure comprehension. We plan to examine the effectivity and efficiency of the user’s domain knowledge acquisiton. Therefore, assessment of both, internal (percent correct answers at tests) and external data (external tests, user satisfaction and goal attainment) is considered.
- KonferenzbeitragPlanned Adaptive Coherence Experiments(2012) Lippitsch, Stefan; Weber, Gerhard
- KonferenzbeitragSupporting the Authoring of Adaptive Hypermedia with Structural Information(10. GI-Workshop "Adaptivität und Benutzermodellierung in interaktiven Softwaresystemen", 2002) Weibelzahl, Stephan; Lippitsch, Stefan; Weber, GerhardAuthoring adaptive hypermedia requires skills that go beyond pure text editing, because relations between concepts have to be specified among other knowledge engineering activities. A recent approach to support authors is to compute several structural measures of the domain model to estimate its adaptivity degree. However, our empirical results of eight different courses and more than 1300 users suggest that subjective adaptivity success and structural adaptivity degree are not related. We argue, that the adaptivity degree is an inherent property of the content and does not imply adaptation quality.