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History-based Link Annotation for Self-Exploratory Learning in Web-based Hypermedia

In this paper, we examine the notion of history-based link annotation for self-directed exploratory learning environment. We first explain the motivation for exploratory learning in web-based hypermedia and investigate the effectiveness of adaptation to reduce cognitive overload. We then present a simple user model that considers individual reading speed, comprehension rate and prior knowledge to determine effort spent on a page. An initial pilot study is conducted to support the work described in this paper.