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The problematics of educational environment adaptation when using the adaptive hypermedia systems (AHS) not only includes the need to implement these systems, to develop the applicable adaptive problem solving structures but also the evaluation of e-learning, pedagogical-psychological aspects of creating materials supporting the education, scheming the subject matter, efficiency of the problematics presentation etc. Based on their knowledge of the given field, the authors of this article have executed an experiment aimed at the quantitative evaluation of results when searching for the options of AHS application in the informatics courses at the Department of Informatics, Faculty of Natural Sciences, Constantine the Philosopher University in Nitra. The gained experimental results have verified the didactical efficiency of elearning courses built by using adaptive hypermedia systems, the time-effectiveness of these courses, as well as the choice of the best adaptation form. In the experiment, the adaptive annotation technique was compared with the direct guidance technique. An important discovery coming from the results of the executed experiment was that the direct guidance technique when compared with other techniques was the least time-effective, but its didactical efficiency was the highest.

EXPERIMENTAL COMPARISON OF ADAPTIVE LINKS ANNOTATION TECHNIQUE WITH ADAPTIVE DIRECT GUIDANCE TECHNIQUE