Considering Human Memory Considering Human Memory Aspects to Adapting Aspects to Adapting

in Educational Hypermediain Educational Hypermedia

bielik@fiit.stuba.sk

Peter Ágh and Mária BielikováPeter Ágh and Mária Bieliková

Mária Bieliková AH group seminár, 27.10. 2004 2

Human Memory Aspects Human Memory Aspects in AHin AH

Whatconsidering human memory characteristics for design adaptation techniques(the amount of user knowledge not only grows)

Whyimproving effectiveness of learning by considering the human memory characteristics

Mária Bieliková AH group seminár, 27.10. 2004 3

HOW?HOW?

Modeling the process of forgettingforgetting curve

knowledge activity in the memory related to the concept

knowledge space organization supporting the remembering

Usage of the model for adaptationrepetition schemes

Mária Bieliková AH group seminár, 27.10. 2004 4

Human memory modelHuman memory model

Human mind as an information processing system

Atkinson-Shiffrin Model, 1968

Sensory memory(INPUT)

Working memory

(PROCESSING)

Long-term memory

(STORAGE)

USAGE OF THE SYSTEM – accessing information remembering

Mária Bieliková AH group seminár, 27.10. 2004 5

Information accessingInformation accessing

Several theories of forgetting - a consequence of

fading over time (decay theory)

interference (interference theory)

lack of retrieval cues (retrieval failure theory)

Forgetting CurveWoodworth, 1938

Mária Bieliková AH group seminár, 27.10. 2004 6

Model of forgetting for adaptive Model of forgetting for adaptive hypermediahypermedia

Every concept performance value from the user model is extended with data about how much is the knowledge remembered knowledge activity (real number)Forgetting curve is reflected after every new user’s sessionLevels of the rate at which a user has worked with particular knowledge

normal level speed of losing is computed according standard forgetting

curvelow level oblivion is fasterhigh level oblivion is slower

Mária Bieliková AH group seminár, 27.10. 2004 7

Time zonesTime zones

less than 3 hours after the learning3-6 hours after the learning6-12 hours after the learning12-24 hours after the learning1-3 days after the learning3-7 days after the learning1-2 weeks after the learning2-4 weeks after the learning1-3 months after the learningmore than 3 months after the learning

Mária Bieliková AH group seminár, 27.10. 2004 8

RepetitionRepetition

Increase of the knowledge activity

Repetition techniquesperiodical repetition

final repetition

introductory repetition (overall, necessary)

Selection criteriarandom selection

selection based on time of acquisition the knowledge

selection based on a measure of remembering

selection based on prerequisite dependencies

Mária Bieliková AH group seminár, 27.10. 2004 9

Knowledge space organizationKnowledge space organization

Structure of hyperspace can aid repeatingrepeating one knowledge item may cause the need of repeating another knowledge item

repeating of a knowledge can provide a repetition its prerequisites

forgetting a knowledge has no implication for forgetting its prerequisites

Prerequisite relation domain prerequisites

pedagogical prerequisites (weaker)

Mária Bieliková AH group seminár, 27.10. 2004 10

Experimental prototypeExperimental prototype

Web-based book on computer architectures

Adaptation techniques adaptive link annotation (implemented)

adaptive link sorting

stretchtext (implemented)

sorting fragments

inserting/removing fragments

Mária Bieliková AH group seminár, 27.10. 2004 11

ConclusionsConclusions

Considering human memory characteristics brings:

more accurate information about the state of the student's knowledge

better aid for remembering the knowledge and automatic repetition of lost knowledge

more effective (adaptive) assistance for students with memory-problems, or for students with more-than-average memory abilities

Handling a student profile containing his specific human memory characteristics

Mária Bieliková AH group seminár, 27.10. 2004 12

Further workFurther work

Experimental evaluation of effectiveness of the model of forgetting for learning and tuning the model

Experimenting with tuning the forgetting curve individually for each user

more effective repeating by utilization of individual differences