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student’s personality can guide the personalization of
the type of resource and learning activity. It should
be noted that when developing these tests, the re-
sults suggested the possibility to define more than one
learning style; dichotomies and trichotomies have ap-
peared in our 73 student group subject to this study.
For future work, we plan to articulate an infer-
ence engine that establishes the decision rules to
further strengthen the adaptive services for suggest-
ing resources and activities and integrate into VLS
new evaluation mechanisms for teachers and feedback
mechanisms for students. We would like to involve
new enrichment data such as student capabilities fo-
cused on their careers, as well as new modules to mea-
sure student motivation, among others, to implement
new suggestions in VLS according to content and ac-
tivities.
ACKNOWLEDGEMENTS
The author Yuranis Henriquez Nu
˜
nez thanks to MIN-
CIENCIAS, for scholarship received in the “Convoca-
toria del Fondo de Ciencia, Tecnolog
´
ıa e Innovaci
´
on
del Sistema General de Regal
´
ıas para la conformaci
´
on
de una lista de proyectos elegibles para ser viabi-
lizados, priorizados y aprobados por el OCAD en el
marco del Programa de Becas de Excelencia Doctoral
del Bicentenario - Corte 1”. And Pontificia Univer-
sidad Javeriana and the Universidad Tecnol
´
ogica de
Bol
´
ıvar for the economic support received to pursue a
doctoral degree.
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