Modelling adaptive hypermedia instructional system: a framework

This research drill presents a perspective on modeling an Adaptive Hypermedia Instructional System (AHIS), by integrating investigational research findings on technology and education. In the past decade, a number of adaptive hypermedia learning systems have been developed. Most of these systems deliver instructions according to learner prior knowledge. Each learner, process and organize instruction in a different way. An effective and efficient instruction significantly affect student learning. Thus, researchers and practitioners are investigating ways to design and develop effective and efficient instructions. Proposed Adaptive Hypermedia Instructional System based on Component Display Theory (CDT) given by (Merrill, 1983) present guidelines to design effective and efficient instruction. Present study showed that an instruction is a balanced combination of - Graphic Aesthetic, Ergonomics, Hypermedia and Media building blocks. As a consequence, critical survey was conducted. Survey included 60 studies out which 30 studies were on adaptive systems (14 were peer reviewed journals). Survey revealed that little adaptation focus has been laid on Instructional Strategies and Components of Instruction. As a result, described framework (AHIS) assists in formulating efficient and effective instruction to achieve desired learning outcome. The design, development and improvement of learning instructions in AHIS are based on Media Worthiness, Ergonomics, Hypermedia, Attributes and Methods building blocks. Framework is at more abstract and coarse-grain level and calls for its evolution into Shell . Thus, we conceived the Modelling of Adaptive Hypermedia Instructional System (AHIS) by integrating the research findings of micro-studies on various aspects of Ergonomic, Hypermedia and Media. Effectiveness of instructions was evaluated by forty-four undergraduate students. Results indicate that instructions designed through Adaptive Hypermedia Instructional System were learner engaging and considerably affect learner performance. The implications of these results for the design of Adaptive Hypermedia Instructional System are discussed.