American Journal of Artificial Intelligence 2017; 1(1): 15-28 http://www.sciencepublishinggroup.com/j/ajai doi: 10.11648/j.ajai.20170101.13 Architecture Trends of Adaptive Educational Hypermedia Systems: The Case of the MATHEMA Alexandros Papadimitriou Department of Electrical and Electronic Engineering, School of Pedagogical and Technological Education, Athens, Greece Email address: apapadim@di.uoa.gr To cite this article: Alexandros Papadimitriou. Architecture Trends of Adaptive Educational Hypermedia Systems: The Case of the Mathema. American Journal of Artificial Intelligence. Vol. 1, No. 1, 2017, pp. 15-28. doi: 10.11648/j.ajai.20170101.13 Received: May 11, 2017; Accepted: May 26, 2017; Published: July 18, 2017 Abstract: The aim of this article is to present the general architecture trends of Web-based Adaptive Educational Hypermedia Systems (AEHSs) and to give a complete description of architecture of the AEHS MATHEMA. In the beginning, a related work on the architecture trends of Web-based AEHSs is presented. Then, a description of the aspects of the MATHEMA is done regarding both its pedagogical and technological part. Next, one-on-one unit is presented separately and their functions are generally described with respect to the adaptive Web technologies used. Research has shown that students of high schools increase their performance by studying through the AEHS MATHEMA. Also, the formative evaluation of AEHS MATHEMA by students of the Department of Informatics and Telecommunications of the University of Athens, Greece, has shown, with the exception of other things, that all its functions are useful and easy to use. Keywords: Adaptive Educational Hypermedia Systems, Architecture Trends of AEHSs, Adaptive Web Technologies 1. Introduction Adaptive Hypermedia Education Systems (AEHSs) can be considered as the answer to the problems of traditional hypermedia systems. They build a personalized model of the learner and apply this model to adapt the content and/or the appearance of the hypermedia, according to the learner's specific characteristics, such as the cognitive goal, level of knowledge, pre-existing or prior knowledge, interests, preferences, stereotypes, cognitive preferences and cognitive or learning style [4]. In the Web-based AEHSs, several adaptive and intelligent techniques have been applied to introduce adaptation, such as [4]: (a) Curriculum Sequencing: It helps the learner to follow an optimal path through the learning material. (b) Adaptive Presentation: It adapts the content presented in each hypermedia node according to specific characteristics of the learner. (c) Adaptive Navigation Support: It adapts the link structure in such a way that the learner is guided towards interesting and relevant information, kept away from non- relevant information either by suggesting the most relevant links to follow or by providing adaptive comments to visible links. (d) Meta-adaptive Navigation Support: It selects or suggests the most appropriate adaptive navigation technique that suits the given learner best relatively to the given context, either by observing and evaluating the success of each technique in different contexts and the resulting learning from these observations, or by assisting the learner in selecting the navigation technique that best suits to him or her. (e) Interactive Problem Solving Support: It provides the learner with intelligent help on every step of problem solving, by giving a hint to executing the next step for the learner. (f) Intelligent Analysis of Learner's Solutions: It uses intelligent analysers that not only tell the learner whether the solution is correct but also it tells him/her what exactly is wrong or incomplete. (g) Example-based Problem Solving Support: It helps the learners in solving new problems, not by articulating their errors, but by suggesting them relevant successful problem solving cases, chosen from their earlier experience. (h) Adaptive Collaboration Support; Adaptive Group Formation and/or Peer Help: These techniques support the collaboration process either just like the interactive problem solving support systems assist an individual learner in