Title: An individualised navigation's assistance approach: application and evaluation with the HiPPY prototype
Authors: Mahdi Miled; Mona Laroussi; Christophe Reffay
ENS Cachan – UMR STEF, 61, avenue du Président Wilson F-94235, Cachan cedex, France
Laboratoire RIADI, École Nationale des Sciences de l'Informatique (ENSI), Campus Universitaire de la Manouba, 2010 Manouba, Tunisia
Laboratoire ELLIADD, FR-EDUC, Département GMP – IUT de Besançon-Vesoul, Université de Franche-Comté, 30 av Observatoire – BP 1559 – 25009 Besançon cedex, France
Abstract: We describe how to set-up an adaptive hypermedia supporting a fine grain learning resources called epistemes. This epistemic HyPermedia to learn PYthon language (HiPPY) is based on a graph of epistemes, a dynamic navigation and an individualised epistemic diagnosis. The process of usage analysis should enclose, building resources and pathways, installation of indicators from traces and mining educational trends. As a case study, we apply this process to integrate the HiPPY tool into the France-IOI platform. France-International Olympiads in Informatics (IOI) non-profit association is to prepare French teenagers for IOI. We used data mining algorithms and techniques to study trajectories and characterise solving process. We give first highlights about eventual strategies in relation with the use of the HiPPY graph. We also provide original elements concerning connecting effective traces and declarative ones to confirm or invalidate several hypotheses taking care of privacy issues.
Keywords: learning resources; pathways; adaptive hypermedia; traces; trajectories; dynamic navigation; user modelling; directed acyclic graph; graph visualisation; educational data mining; Python language; epistemes; informatics education; secondary education; France; case study.
Int. J. of Learning Technology, 2015 Vol.10, No.4, pp.326 - 348
Available online: 06 Jan 2016