Instructional model as a driving force for adaptation in adaptive educational hypermedia systems

Adaptive Educational Hypermedia Systems (AEHSs) have been used to support customized learning. The adaptation mechanisms usually provided try to define the better concept sequence to be presented and to select the materials and activities more appropriate for a given learner. It is argued that to be supportive in terms of learning, adaptation should be guided by four level of information with the instructional model of an application at the highest level. The paper shows how these four levels of information can be structured with the support of a framework for AEHSs.