@incollection{furht_adaptive_2008,
	title = {Adaptive {Educational} {Hypermedia} {Systems}},
	copyright = {©2008 Springer-Verlag},
	isbn = {978-0-387-74724-8 978-0-387-78414-4},
	url = {http://link.springer.com/referenceworkentry/10.1007/978-0-387-78414-4_267},
	abstract = {DefinitionAdaptive educational hypermedia systems include adaptive functionality based on three components: the document space, observations, and the user model.To support re-usability and comparability of adaptive educational hypermedia systems, we give a component-based definition of adaptive educational hypermedia systems (AEHS), extending the functionality-oriented definition of adaptive hypermedia given by Brusilovsky [1]. AEHS have been developed and tested in various disciplines and have proven their usefulness for improved and goal-oriented learning and teaching. However, these systems normally come along as stand-alone systems — proprietary solutions have been investigated, tested and improved to fulfill specific, often domain-dependent requirements. This phenomenon is known in the literature as the open corpus problem in AEHS [2] which states that normally, adaptive applications work on a fixed set of documents which is defined at the design time of the system, and ...},
	language = {en},
	urldate = {2016-05-03},
	booktitle = {Encyclopedia of {Multimedia}},
	publisher = {Springer US},
	editor = {Furht, Borko},
	year = {2008},
	note = {00000},
	pages = {2--3}
}

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