Several researches have demonstrated the effectiveness of graphical languages in knowledge representation and the numerous advantages of using graphs in the context of learning. On the other hand, many researches in the e-learning domain have focused on the personalization of learning materials by using adaptive educational hypermedia. However, most adaptive educational hypermedia systems do not benefit from the power of graphics because they do not use an expressive graphical language for presenting educational hypermedia to the learners. Our approach fills the existing gap between current educational hypermedia languages with the learners' requirement of a standard graphical language for the visualization of adaptive hypermedia and the navigation through it. In this way, new possibilities are added to adaptive hypermedia expressiveness such as the presentation of the relations between concepts and the organization of these concepts in compartment allowing the arrangement of their semantics.
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