Examining the use of conceptual graphs in adaptive web-based systems that aid terminology learning

This paper discussed the use of Conceptual Graphs (CGs) for implementing tasks employed in web-based educational systems that aid terminology learning. Specifically, we focus on two critical issues in intelligent tutoring student diagnosis and generation of adaptive explanations. Both tasks are demonstrated in terminological domains where learners have to familiarize themselves with concepts in a specific subject area (e.g. computing, finance, chemistry). Based on CG reasoning, robust and computationally tractable algorithms for student modelling and adaptive explanation generation are defined. Two intelligent systems are presented STyLE-OLM and HYLITE+. STyLEOLM is an interactive learner modelling system that extracts extended models of the learners’ cognition. HYLITE+ is a natural language generation system that generates adaptive Web pages based on a learner model(LM). The two systems are complementary and have been implemented separately. However, considered together they cover most of the key tasks in adaptive web-based educational hypermedia that aid learning technical terminology. Based on evaluative studies of STyLE-OLM and HYLITE+, the use of CGs for interactive open student modelling and adaptive concept explanations is examined. The applicability of CGs in adaptive web-based systems that aid learning technical terminology is discussed.