Aiming at developing educational/learning technologies for museum use, we soon became interested in the possibility of adapting the museum learning material to the visitor’s needs and especially learning needs within a museum. We are looking for quick and efficient ways to provide the visitor with appropriate learning content. The option of adaptivity seems very promising due to the fact that the available time for learning within a museum is very limited both because a person might only visit once and also because a typical visit does not usually exceed some minutes. For example, Falk (1991) found that a typical family visit lasted from 31 minutes to 105 minutes, from which the orientation period was between 3-10 minutes, the intensive looking period was between 15-40 minutes, the exhibit cruising period was between 20-45 minutes and the leave taking period between 3-10 minutes. Falk, et al.(1985) also found that visitors’ had an attention span of 30-45 minutes. After that, their attention dropped rapidly. In another study by Serrell (1998), it was found that 82% of visitors spent less than 20 minutes in different exhibitions (110 in total) of various sizes. From all the above, it becomes apparent that the time given for learning is very limited. To this end, it seems important to provide the visitor with personalized experience. Quick adaptivity seems like a good approach to the problem. However, and again due to time restrictions, we do not have the possibility of asking the visitor specific questıons that wıll enable us to ıdentıfy ındıvıdual features–a very necessary aspect of the personalızatıon process.