With adaptive presentation the content of a hypermedia page is generated or assembled from pieces according to the user's class and knowledge state. Generally, qualified users receive more detailed and deep information, while novices receive more additional explanation. By adaptive navigation support we mean all the ways to play with visible links that can support hyperspace navigation. This technique applies user model and some user-valuable criteria to adapt the order of presentation for all possible links. We think that adaptive ordering technique provides a good way to support user navigation in the pages with dozens of possible links, but has less sense in educational context when the number of links is smaller.
Some research also shows that the stable order of options in menus is important for novices.
We expect that adaptive annotation can give the users some additional information about accessible nodes and thus reduce their floundering in the hyperspace. It was the goal of our recent experiment to check the effectiveness of adaptive annotation in educational context. Thus, at any moment the hyperspace is divided implicitly into four zones with different educational status. The idea is that marking these zones visually would help the student in hyperspace navigation. Links to problems were annotated by the same way.