[5] Adaptive educational hypermedia tailors what the learner sees to that learner's goals, abilities, needs, interests, and knowledge of the subject, by providing hyperlinks that are most relevant to the user in an effort to shape the user's cognitive load.
[7] The system categories in which user modelling and adaptivity have been deployed by various researchers in the field share an underlying architecture.
[11] A cognitively valid domain model should capture descriptions of the application at three levels,[8] namely: Each content concept has a set of topics.
[10] The two main aspects to the interaction model are capturing the appropriate raw data and representing the inferences, adaptations and evaluations which may occur.
For example, a qualified user can be provided with more detailed and deep information while a novice can receive additional explanations.
This area of research is newer than adaptive presentation, a number of interesting techniques have been already suggested and implemented.
Now that adaptive hypermedia itself has reached a certain maturity, the issue is to bring it out to the community and let the various stakeholders reap the benefits.
However, there is a strong need for high-level approaches, formalisms and tools that support and facilitate the description of reusable adaptive hypermedia and websites.
Moreover, recently have we noticed a shift in interest, as it became clearer that the implementation-oriented approach would forever keep adaptive hypermedia away from the 'layman' author.
This type of division of work determines the different authoring personas that should be expected to collaborate in the creation process of adaptive hypermedia.
Moreover, the contributions of these various personas correspond to the different modules that are to be expected in adaptive hypermedia systems.
Research teams commenced projects in adaptive hypermedia, and many students selected the subject area for their PhD theses.
Early papers provided few references to similar work in adaptive hypermedia, and described original laboratory systems developed to demonstrate and explore innovative ideas.
After 1996, papers cite earlier work, and usually suggest either real world systems, or research systems developed for real world settings by elaborating or an extending techniques suggested earlier.
[1] Adaptive hypermedia and user modeling continue to be actively researched, with results published in several journals and conferences such as: