支持协同的个性化网络用户界面研究
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摘要
用户界面是研究为方便用户使用，交互式计算系统的设计、评价和实现，是
对影响交互系统的各种因素进行研究的一门学科。当前，用户界面已成为二十一
世纪的研究重点。
随着WWW的快速发展，Web学习成为当前的热点，而教学模式和教学手
段的多样化，使自适应Web学习系统研究成为一个重要课题。论文的研究限于
Web学习领域，目的是为用户提供支持协同的、适应个体自身学习行为特征的、
因材施教的自适应学习环境（个性化网络用户界面），使用户更易于理解系统、操
作系统。
加入到Web学习的用户，在适应其个人特征的个性化学习环境中更有利于
个人特长的发挥和获得高的学习效率。在这样的学习环境中，首先，所有的学习
资源按照适应学习者个人特征的方式来组织；其次界面的展示方式，如字体颜色，
图片形状大小等按学习者的个人偏爱出现；此外，用户可以和与他一样有共同兴
趣和目标的人们协同学习，以使自己变得更强大。
Web学习用户经由网络用户界面（如标准浏览器）加入Web学习，然而，
现有Web学习的网络用户界面缺乏对用户个性化学习支持，主要表现在以下三
方面：
（1）Web学习资源的组织方式存在缺陷，不支持学科的交叉和自适应
机制的构建；
（2）缺乏完整描述Web学习者个体特征的用户模型的加入，一方面，
没有完整的信息来描述用户个人特征；另一方面，没有整合个人
信息的机制；此外，缺乏富有个性的界面呈现；
大＊
！IWM师范大学硕士论文
门）缺乏协同支持。加入到 Web学习的用户，虽然是独立的，可也是
孤独的。除了现有的“人一机”交互，也需要“人－人”交互，通
过协同使个体变得更强大。
论文就支持协同的个性化网络用户界面（简称PNCHI）的有关问题作了研
究，提出了可行的解决方法。论文做了如下工作：
（）自适应 Web学习用户界面生成研究；
（2）个性化用户模型的研究；
（）多 Agent在 INTERNET上如何实现协同支持，使个体（用户）
变得更强大的研究；
PNCHI原型系统的有效运行证明了论文的研究思路和采用的技术方法的正
确性。作为Web学习和人机交互领域的一个课题，论文的研究作了有益的尝试。
Human-computer interaction is a discipline concerned with the design,
evaluation and implementation of interactive computing system for human use and
with the study of major phenomena surrounding them. Currently human-computer
interaction has been a focus of study in the 21St century.
The paper focuses on the field of Web-based Learning, which is a hotspot as
WWW is popular. It aims to provide users with a personalized and self-adaptive
learning environment (also personalized human-computer interface in Web) in
accordance with their aptitudes.
We have ample proof that a personalized environment can give better play to a
web-based user's special skills and abilities and help him improve the efficiency of
his learning activities. In such an environment, all the web resources are organized
according to the user's personal aptitude, with all the elements of human-computer
interface, such as size and color of fonts, shape and size of illustrations, etc, displayed
to the preference of the user. Moreover, the learner can also study with other learners
who share the same interest and goal so as to improve himself.
However, the existing human-computer interface in Web-based learning does not
support personalized learning, which manifest themselves mainly as follows:
(1) There are some defects in the way web learning resources are organized and
do not support the mechanism of self-adaptation.
(2) The existing interface does not include a complete user model. On the one
hand, there is no complete information to describe the user's personal traits; On the
other hand, there is no mechanism to tune up the user's information.
(3) It does not support collaborative learning.
This paper studies the related problems on personalized human-computer
interface supporting cooperation in Web and advances new ways to solve them. The
following is the author's works:
(I) Research on generation of self-adaptive human-computer interface;
(2) Research on personalized user model;
(3) Research on cooperation of n multi-agent
The effective work of the prototype of PNCHI has proven ideas and methods the
paper presents are correct. The research of the paper, as a subject of Web-based
learning and HCI, is significant in both theory and application.
对影响交互系统的各种因素进行研究的一门学科。当前，用户界面已成为二十一
世纪的研究重点。
随着WWW的快速发展，Web学习成为当前的热点，而教学模式和教学手
段的多样化，使自适应Web学习系统研究成为一个重要课题。论文的研究限于
Web学习领域，目的是为用户提供支持协同的、适应个体自身学习行为特征的、
因材施教的自适应学习环境（个性化网络用户界面），使用户更易于理解系统、操
作系统。
加入到Web学习的用户，在适应其个人特征的个性化学习环境中更有利于
个人特长的发挥和获得高的学习效率。在这样的学习环境中，首先，所有的学习
资源按照适应学习者个人特征的方式来组织；其次界面的展示方式，如字体颜色，
图片形状大小等按学习者的个人偏爱出现；此外，用户可以和与他一样有共同兴
趣和目标的人们协同学习，以使自己变得更强大。
Web学习用户经由网络用户界面（如标准浏览器）加入Web学习，然而，
现有Web学习的网络用户界面缺乏对用户个性化学习支持，主要表现在以下三
方面：
（1）Web学习资源的组织方式存在缺陷，不支持学科的交叉和自适应
机制的构建；
（2）缺乏完整描述Web学习者个体特征的用户模型的加入，一方面，
没有完整的信息来描述用户个人特征；另一方面，没有整合个人
信息的机制；此外，缺乏富有个性的界面呈现；
大＊
！IWM师范大学硕士论文
门）缺乏协同支持。加入到 Web学习的用户，虽然是独立的，可也是
孤独的。除了现有的“人一机”交互，也需要“人－人”交互，通
过协同使个体变得更强大。
论文就支持协同的个性化网络用户界面（简称PNCHI）的有关问题作了研
究，提出了可行的解决方法。论文做了如下工作：
（）自适应 Web学习用户界面生成研究；
（2）个性化用户模型的研究；
（）多 Agent在 INTERNET上如何实现协同支持，使个体（用户）
变得更强大的研究；
PNCHI原型系统的有效运行证明了论文的研究思路和采用的技术方法的正
确性。作为Web学习和人机交互领域的一个课题，论文的研究作了有益的尝试。
Human-computer interaction is a discipline concerned with the design,
evaluation and implementation of interactive computing system for human use and
with the study of major phenomena surrounding them. Currently human-computer
interaction has been a focus of study in the 21St century.
The paper focuses on the field of Web-based Learning, which is a hotspot as
WWW is popular. It aims to provide users with a personalized and self-adaptive
learning environment (also personalized human-computer interface in Web) in
accordance with their aptitudes.
We have ample proof that a personalized environment can give better play to a
web-based user's special skills and abilities and help him improve the efficiency of
his learning activities. In such an environment, all the web resources are organized
according to the user's personal aptitude, with all the elements of human-computer
interface, such as size and color of fonts, shape and size of illustrations, etc, displayed
to the preference of the user. Moreover, the learner can also study with other learners
who share the same interest and goal so as to improve himself.
However, the existing human-computer interface in Web-based learning does not
support personalized learning, which manifest themselves mainly as follows:
(1) There are some defects in the way web learning resources are organized and
do not support the mechanism of self-adaptation.
(2) The existing interface does not include a complete user model. On the one
hand, there is no complete information to describe the user's personal traits; On the
other hand, there is no mechanism to tune up the user's information.
(3) It does not support collaborative learning.
This paper studies the related problems on personalized human-computer
interface supporting cooperation in Web and advances new ways to solve them. The
following is the author's works:
(I) Research on generation of self-adaptive human-computer interface;
(2) Research on personalized user model;
(3) Research on cooperation of n multi-agent
The effective work of the prototype of PNCHI has proven ideas and methods the
paper presents are correct. The research of the paper, as a subject of Web-based
learning and HCI, is significant in both theory and application.
引文
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[13] Wooldridge, M.J, Jennings N R, Intelligent agents: Theory and Practice, Knowledge Engineering Review, 10(2) , 1995,pp115-152．
[14] P.Maes, Agents that Reduce Work and Information Overload. Communications of
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[2] Sutton&Sprague, Report on management of human-computer interaction, 1998．
[3] Edward Ross, Intelligent User Interfaces: Survey and Research Directions, www.cs.bris.ac.uk/tools, 2000．
[4] Becker R et al., Readings in Human-Computer Interaction: Towards the Year 2000, Morgan Kaufmann Publishers, 1995, pp170-181．
[5] Pat Langley, The Experimental Study of Adaptive User Interface, 2000, http://www.isle.org.
[6] Carbonell, J.R., AI in CAI: An Artificial Intelligence Approach to Computer-Aided Instruction. IEEE Transaction on Man-Machine System, 11(4) , 1970．
[7] Clancey,J.W., Knowledge-based tutoring, MIT Press, 1987．
[8] Gerhard Weber and Marcus Specht, User Modeling and Adaptive Navigation Support in WWW-Based Tutoring System, 1997, pp289-300．
[9] Shaw, E., Ganeshan, R., Johnson, W.L., and Millar, D.Building a Case for Agent-Assisted Learning as a Catalyst for Curriculum Reform in Medical Education, Proceedings of the Int'l Conf. on Artificial Intelligence in Education, 1999．
[10] Nicola Capuano, Marco Marsella & Saverio Salerno, ABITS: An Agent Based Intelligent Tutoring System for Distance Learning, InTraSys ESPRIT project official deliverable, 2000．
[11] J.G.Boticario, E.Gaudioso, A Multiagent Architecture for a Web-based adaptive Educational System, 2000, http://www.aaai.org.
[12] Jeffrey M. Bradshaw, Mark Greaves, and Heather Holmback, Agents for the Masses?, 1999, I EEE Intelligent System.
[13] Wooldridge, M.J, Jennings N R, Intelligent agents: Theory and Practice, Knowledge Engineering Review, 10(2) , 1995,pp115-152．
[14] P.Maes, Agents that Reduce Work and Information Overload. Communications of
the ACM,37(7) , 1994． 07, pp31-40．
[15] Shoham Y, Agent Oriented Programming, AI Journal, vol. 60, no. 1, 1993． 03, pp 51-92．
[16] Jennings, N. R., On agent-based software engineering. Artificial Intelligence 117(2) ,2000,pp277-296．
[17] Wooldridge M.J. Agent-Based Software Engineering, IEEE Proc. Software Engineering 144 (1) , 1997, pp26-37．
[18] Jennings N R,Sycara K, Wooldridge M.J, A Roadmap of Agent Research and Development, Int.Journal of Autonomous Agents and Multi-Agent Systems,1(1) ,1998,pp7-38．
[19] Shaw, E., Johnson, W.L., and Ganeshan, R., Pedagogical Agents on the Web. In Proceedings of the Third Int'l Conf. on Autonomous Agents, 1999． 05, pp283-290．
[20] Lewis Johnson, Erin Shaw, and Rajaram Ganeshan , Pedagogical Agents on the Web, ITS'98-Conference on Intelligent Tutoring Systems Workshop on Pedagogical Agents and Workshop on ITS on the Web, August, 1998．
[21] David Johassen et al., Constructivism and Computer-Mediated Communication in Distance Education, The American Journal of Distance Education Vol.9 No.2, 1995．
[22] Crow D,Parsowith S. Wise G B. Students: The evolution of CSCW--Past, present and future developments, 1997, http://www.acm.org.
[23] V.Kumar, "Computer Support Collaborative Learning: Issues For Research", ph.D Proposal, 1999． 04, http://www.cs.usask.ca/.
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