Enforcing Customization in e-Learning Systems: an ontology and product line-based approach

In the era of e-Learning, educational materials are considered a crucial point for all the stakeholders. On the one hand, instructors aim at creating learning materials that meet the needs and expectations of learners easily and effec-tively; On the other hand, learners want to acquire knowledge in a way that suits their characteristics and preferences. Consequently, the provision and customization of educational materials to meet the needs of learners is a constant challenge and is currently synonymous with technological devel-opment. Promoting the personalization of learning materials, especially dur-ing their development, will help to produce customized learning materials for specific learners' needs. The main objective of this thesis is to reinforce and strengthen Reuse, Cus-tomization and Ease of Production issues in e-Learning materials during the development process. The thesis deals with the design of a framework based on ontologies and product lines to develop customized Learning Objects (LOs). With this framework, the development of learning materials has the following advantages: (i) large-scale production, (ii) faster development time, (iii) greater (re) use of resources. The proposed framework is the main contribution of this thesis, and is char-acterized by the combination of three models: the Content Model, which addresses important points related to the structure of learning materials, their granularity and levels of aggregation; the Customization Model, which con-siders specific learner characteristics and preferences to customize the learn-ing materials; and the LO Product Line (LOPL) model, which handles the subject of variability and creates matter-them in an easy and flexible way. With these models, instructors can not only develop learning materials, but also reuse and customize them during development. An additional contribution is the Customization Model, which is based on the Learning Style Model (LSM) concept. Based on the study of seven of them, a Global Learning Style Model Ontology (GLSMO) has been con-structed to help instructors with information on the apprentice's characteris-tics and to recommend appropriate LOs for customization. The results of our work have been reflected in the design of an authoring tool for learning materials called LOAT. They have described their require-ments, the elements of their architecture, and some details of their user inter-face. As an example of its use, it includes a case study that shows how its use in the development of some learning components.En la era del e¿Learning, los materiales educativos se consideran un punto crucial para todos los participantes. Por un lado, los instructores tienen como objetivo crear materiales de aprendizaje que satisfagan las necesidades y ex-pectativas de los alumnos de manera fácil y efectiva; por otro lado, los alumnos quieren adquirir conocimientos de una manera que se adapte a sus características y preferencias. En consecuencia, la provisión y personaliza-ción de materiales educativos para satisfacer las necesidades de los estudian-tes es un desafío constante y es actualmente sinónimo de desarrollo tecnoló-gico. El fomento de la personalización de los materiales de aprendizaje, es-pecialmente durante su desarrollo, ayudará a producir materiales de aprendi-zaje específicos para las necesidades específicas de los alumnos. El objetivo fundamental de esta tesis es reforzar y fortalecer los temas de Reutilización, Personalización y Facilidad de Producción en materiales de e-Learning durante el proceso de desarrollo. La tesis se ocupa del diseño de un marco basado en ontologías y líneas de productos para desarrollar objetos de aprendizaje personalizados. Con este marco, el desarrollo de materiales de aprendizaje tiene las siguientes ventajas: (i) producción a gran escala, (ii) tiempo de desarrollo más rápido, (iii) mayor (re)uso de recursos. El marco propuesto es la principal aportación de esta tesis, y se caracteriza por la combinación de tres modelos: el Modelo de Contenido, que aborda puntos importantes relacionados con la estructura de los materiales de aprendizaje, su granularidad y niveles de agregación, el Modelo de Persona-lización, que considera las características y preferencias específicas del alumno para personalizar los materiales de aprendizaje, y el modelo de Línea de productos LO (LOPL), que maneja el tema de la variabilidad y crea ma-teriales de manera fácil y flexible. Con estos modelos, los instructores no sólo pueden desarrollar materiales de aprendizaje, sino también reutilizarlos y personalizarlos durante el desarrollo. Una contribución adicional es el modelo de personalización, que se basa en el concepto de modelo de estilo de aprendizaje. A partir del estudio de siete de ellos, se ha construido una Ontología de Modelo de Estilo de Aprendiza-je Global para ayudar a los instructores con información sobre las caracterís-ticas del aprendiz y recomendarlos apropiados para personalización. Los resultados de nuestro trabajo se han plasmado en el diseño de una he-rramienta de autor de materiales de aprendizaje llamada LOAT. Se han des-crito sus requisitos, los elementos de su arquitectura, y algunos detalles de su interfaz de usuario. Como ejemplo de su uso, se incluye un caso de estudio que muestra cómo su empleo en el desarrollo de algunos componentes de aprendizaje.En l'era de l'e¿Learning, els materials educatius es consideren un punt crucial per a tots els participants. D'una banda, els instructors tenen com a objectiu crear materials d'aprenentatge que satisfacen les necessitats i expectatives dels alumnes de manera fàcil i efectiva; d'altra banda, els alumnes volen ad-quirir coneixements d'una manera que s'adapte a les seues característiques i preferències. En conseqüència, la provisio' i personalitzacio' de materials edu-catius per a satisfer les necessitats dels estudiants és un desafiament constant i és actualment sinònim de desenvolupament tecnològic. El foment de la personalitzacio' dels materials d'aprenentatge, especialment durant el seu desenvolupament, ajudarà a produir materials d'aprenentatge específics per a les necessitats concretes dels alumnes. L'objectiu fonamental d'aquesta tesi és reforçar i enfortir els temes de Reutilització, Personalització i Facilitat de Producció en materials d'e-Learning durant el procés de desenvolupament. La tesi s'ocupa del disseny d'un marc basat en ontologies i línia de productes per a desenvolupar objec-tes d'aprenentatge personalitzats. Amb aquest marc, el desenvolupament de materials d'aprenentatge té els següents avantatges: (i) produccio' a gran esca-la, (ii) temps de desenvolupament mes ràpid, (iii) major (re)ús de recursos. El marc proposat és la principal aportacio' d'aquesta tesi, i es caracteritza per la combinacio' de tres models: el Model de Contingut, que aborda punts im-portants relacionats amb l'estructura dels materials d'aprenentatge, la se-ua granularitat i nivells d'agregació, el Model de Línia de Producte, que ges-tiona el tema de la variabilitat i crea materials d'aprenentatge de manera fàcil i flexible. Amb aquests models, els instructors no solament poden desenvolu-par materials d'aprenentatge, sinó que també poden reutilitzar-los i personalit-zar-los durant el desenvolupament. Una contribucio' addicional és el Model de Personalitzacio', que es basa en el concepte de model d'estil d'aprenentatge. A partir de l'estudi de set d'ells, s'ha construït una Ontologia de Model d'Estil d'Aprenentatge Global per a ajudar als instructors amb informacio' sobre les característiques de l'aprenent i recomanar els apropiats per a personalitzacio'. Els resultats del nostre treball s'han plasmat en el disseny d'una eina d'autor de materials d'aprenentatge anomenada LOAT. S'han descrit els seus requi-sits, els elements de la seua arquitectura, i alguns detalls de la seua interfície d'usuari. Com a exemple del seu ús, s'inclou un cas d'estudi que mostra com és el desenvolupament d'alguns components d'aprenentatge.Ezzat Labib Awad, A. (2017). Enforcing Customization in e-Learning Systems: an ontology and product line-based approach [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90515TESI

Usage-Driven Unified Model for User Profile and Data Source Profile Extraction

This thesis addresses a problem related to usage analysis in information retrieval systems. Indeed, we exploit the history of search queries as support of analysis to extract a profile model. The objective is to characterize the user and the data source that interact in a system to allow different types of comparison (user-to-user, sourceto- source, user-to-source). According to the study we conducted on the work done on profile model, we concluded that the large majority of the contributions are strongly related to the applications within they are proposed. As a result, the proposed profile models are not reusable and suffer from several weaknesses. For instance, these models do not consider the data source, they lack of semantic mechanisms and they do not deal with scalability (in terms of complexity). Therefore, we propose a generic model of user and data source profiles. The characteristics of this model are the following. First, it is generic, being able to represent both the user and the data source. Second, it enables to construct the profiles in an implicit way based on histories of search queries. Third, it defines the profile as a set of topics of interest, each topic corresponding to a semantic cluster of keywords extracted by a specific clustering algorithm. Finally, the profile is represented according to the vector space model. The model is composed of several components organized in the form of a framework, in which we assessed the complexity of each component. The main components of the framework are: • a method for keyword queries disambiguation • a method for semantically representing search query logs in the form of a taxonomy; • a clustering algorithm that allows fast and efficient identification of topics of interest as semantic clusters of keywords; • a method to identify user and data source profiles according to the generic model. This framework enables in particular to perform various tasks related to usage-based structuration of a distributed environment. As an example of application, the framework is used to the discovery of user communities, and the categorization of data sources. To validate the proposed framework, we conduct a series of experiments on real logs from the search engine AOL search, which demonstrate the efficiency of the disambiguation method in short queries, and show the relation between the quality based clustering and the structure based clustering.Die Arbeit befasst sich mit der Nutzungsanalyse von Informationssuchsystemen. Auf Basis vergangener Anfragen sollen Nutzungsprofile ermittelt werden. Diese Profile charakterisieren die im Netz interagierenden Anwender und Datenquellen und ermöglichen somit Vergleiche von Anwendern, Anwendern und Datenquellen wie auch Vergleiche von Datenquellen. Die Arbeit am Profil-Modell und die damit verbundenen Studien zeigten, dass praktisch alle Beiträge stark auf die entsprechende Anwendung angepasst sind. Als Ergebnis sind die vorgeschlagenen Profil-Modelle nicht wiederverwendbar; darüber hinaus weisen sie mehrere Schwächen auf. Die Modelle sind zum Beispiel nicht für Datenquellen einsetzbar, Mechanismen für semantische Analysen sind nicht vorhanden oder sie verfügen übe keine adequate Skalierbarkeit (Komplexität). Um das Ziel von Nutzerprofilen zu erreichen wurde ein einheitliches Modell entwickelt. Dies ermöglicht die Modellierung von beiden Elementen: Nutzerprofilen und Datenquellen. Ein solches Nutzerprofil wird als Menge von Themenbereichen definiert, welche das Verhalten des Anwenders (Suchanfragen) beziehungsweise die Inhalte der Datenquelle charakterisieren. Das Modell ermöglicht die automatische Profilerstellung auf Basis der vergangenen Suchanfragen, welches unmittelbar zur Verfügung steht. Jeder Themenbereich korrespondiert einem Cluster von Schlüsselwörtern, die durch einen semantischen Clustering-Algorithmus extrahiert werden. Das Modell umfasst mehrere Komponenten, welche als Framework strukturiert sind. Die Komplexität jeder einzelner Komponente ist dabei festgehalten worden. Die wichtigsten Komponenten sind die Folgenden: • eine Methode zur Anfragen Begriffsklärung • eine Methode zur semantischen Darstellung der Logs als Taxonomie • einen Cluster-Algorithmus, der Themenbereiche (Anwender-Interessen, Datenquellen-Inhalte) über semantische Cluster der Schlüsselbegriffe identifiziert • eine Methode zur Berechnung des Nutzerprofils und des Profils der Datenquellen ausgehend von einem einheitlichen Modell Als Beispiel der vielfältigen Einsatzmöglichkeiten hinsichtlich Nutzerprofilen wurde das Framework abschließend auf zwei Beispiel-Szenarien angewendet: die Ermittlung von Anwender-Communities und die Kategorisierung von Datenquellen. Das Framework wurde durch Experimente validiert, welche auf Suchanfrage-Logs von AOL Search basieren. Die Effizienz der Verfahren wurde für kleine Anfragen demonstriert und zeigt die Beziehung zwischen dem Qualität-basiertem Clustering und dem Struktur-basiertem Clustering.La problématique traitée dans la thèse s’inscrit dans le cadre de l’analyse d’usage dans les systèmes de recherche d’information. En effet, nous nous intéressons à l’utilisateur à travers l’historique de ses requêtes, utilisées comme support d’analyse pour l’extraction d’un profil d’usage. L’objectif est de caractériser l’utilisateur et les sources de données qui interagissent dans un réseau afin de permettre des comparaisons utilisateur-utilisateur, source-source et source-utilisateur. Selon une étude que nous avons menée sur les travaux existants sur les modèles de profilage, nous avons conclu que la grande majorité des contributions sont fortement liés aux applications dans lesquelles ils étaient proposés. En conséquence, les modèles de profils proposés ne sont pas réutilisables et présentent plusieurs faiblesses. Par exemple, ces modèles ne tiennent pas compte de la source de données, ils ne sont pas dotés de mécanismes de traitement sémantique et ils ne tiennent pas compte du passage à l’échelle (en termes de complexité). C’est pourquoi, nous proposons dans cette thèse un modèle d’utilisateur et de source de données basé sur l’analyse d’usage. Les caractéristiques de ce modèle sont les suivantes. Premièrement, il est générique, permettant de représenter à la fois un utilisateur et une source de données. Deuxièmement, il permet de construire le profil de manière implicite à partir de l’historique de requêtes de recherche. Troisièmement, il définit le profil comme un ensemble de centres d’intérêts, chaque intérêt correspondant à un cluster sémantique de mots-clés déterminé par un algorithme de clustering spécifique. Et enfin, dans ce modèle le profil est représenté dans un espace vectoriel. Les différents composants du modèle sont organisés sous la forme d’un framework, la complexité de chaque composant y est evaluée. Le framework propose : • une methode pour la désambiguisation de requêtes ; • une méthode pour la représentation sémantique des logs sous la forme d’une taxonomie ; • un algorithme de clustering qui permet l’identification rapide et efficace des centres d’intérêt représentés par des clusters sémantiques de mots clés ; • une méthode pour le calcul du profil de l’utilisateur et du profil de la source de données à partir du modèle générique. Le framework proposé permet d’effectuer différentes tâches liées à la structuration d’un environnement distribué d’un point de vue usage. Comme exemples d’application, le framework est utilisé pour la découverte de communautés d’utilisateurs et la catégorisation de sources de données. Pour la validation du framework, une série d’expérimentations est menée en utilisant des logs du moteur de recherche AOL-search, qui ont démontrées l’efficacité de la désambiguisation sur des requêtes courtes, et qui ont permis d’identification de la relation entre le clustering basé sur une fonction de qualité et le clustering basé sur la structure

The impact of semantic knowledge management system on firms' innovation and competitiveness

D.B.A ThesisIn the knowledge economy, knowledge is increasingly becoming the primary factor of production and foundational component of innovation. Firms must improve their capabilities of handling knowledge in line with its recent explosive growth to stay competitive. This research addresses the effects semantic technology-based knowledge management system (Semantic KMS) can have on firms’ performance. Based on existing literature, a conceptual model covering Semantic KMS, KM, innovation, and competitiveness was designed to test the validity of the hypotheses. A total of 640 survey questionnaires were sent to the companies that practice KM actively. 178 usable responses were received. Pearson’s correlation, exploratory and confirmatory factor analyses and structural equation modeling were used to analyze the data. The results indicate that Semantic KMS is positively related to the KM effectiveness. Organizational KM is positively linked to innovation and competitiveness directly. In the context of KM, innovation's effect on competitiveness is not convincing. Moreover, the study could not identify that KM has any strong relationship with organizational competitiveness mediated through innovation. Being one of the first significant studies of Semantic KMS and its impact, the study adds to the growing literature on the use of semantic technology in various fields. It develops a new theoretical model which has never been tested before. The study used data collected from single respondent of each firm in a snapshot and did not consider feedback effects. It examined Semantic KMS as a holistic system, but in many cases, companies only deploy certain KM related tools supported by semantic technology. A different research approach could investigate the impacts of those tools on relevant business processes. This study demonstrates that deployment of semantic technology is beneficial for companies and allows them to take advantage of the use of advanced technologies in their KM quest. It brings significant benefits to the firm thanks to improved capabilities of the new KMS in knowledge discovery, aggregation, use, and sharing. The study also confirms that for a successful KM initiative, KM processes need to be optimized and supported by KMS. Semantic technology is a set of advanced tools used lately in many information systems. This study is one of the first in-depth research about their impacts on KMS. It will guide KM managers in their decision-making process when they consider developing or integrating newKMS tools. For academics, this research highlights the importance of investigating KM from the new technology perspective.

A schema-based peer-to-peer infrastructure for digital library networks

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Share and reuse of context metadata resulting from interactions between users and heterogeneous web-based learning environments

L'intérêt pour l'observation, l'instrumentation et l'évaluation des systèmes éducatifs en ligne est devenu de plus en plus important ces dernières années au sein de la communauté des Environnements Informatique pour l'Apprentissage Humain (EIAH). La conception et le développement d'environnements d'apprentissage en ligne adaptatifs (AdWLE - Adaptive Web-based Learning Environments) représentent une préoccupation majeure aujourd'hui, et visent divers objectifs tels que l'aide au processus de réingénierie, la compréhension du comportement des utilisateurs, ou le soutient à la création de systèmes tutoriels intelligents. Ces systèmes gèrent leur processus d'adaptation sur la base d'informations détaillées reflétant le contexte dans lequel les étudiants évoluent pendant l'apprentissage : les ressour-ces consultées, les clics de souris, les messages postés dans les logiciels de messagerie instantanée ou les forums de discussion, les réponses aux questionnaires, etc. Les travaux présentés dans ce document sont destinés à surmonter certaines lacunes des systèmes actuels en fournissant un cadre dédié à la collecte, au partage et à la réutilisation du contexte représenté selon deux niveaux d'abstraction : le contexte brut (résultant des interactions directes entre utilisateurs et applications) et le contexte inféré (calculé à partir des données du contexte brut). Ce cadre de travail qui respecte la vie privée des usagers est fondé sur un standard ouvert dédié à la gestion des systèmes, réseaux et applications. Le contexte spécifique aux outils hétérogènes constituant les EIAHs est représenté par une structure unifiée et extensible, et stocké dans un référentiel central. Pour faciliter l'accès à ce référentiel, nous avons introduit une couche intermédiaire composée d'un ensemble d'outils. Certains d'entre eux permettent aux utilisateurs et applications de définir, collecter, partager et rechercher les données de contexte qui les intéressent, tandis que d'autres sont dédiés à la conception, au calcul et à la délivrance des données de contexte inférées. Pour valider notre approche, une mise en œuvre du cadre de travail proposé intègre des données contextuelles issues de trois systèmes différents : deux plates-formes d'apprentissage Moodle (celle de l'Université Paul Sabatier de Toulouse, et une autre déployée dans le cadre du projet CONTINT financé par l'Agence Nationale de la Recherche) et une instanciation locale du moteur de recherche de la fondation Ariadne. A partir des contextes collectés, des indicateurs pertinents ont été calculés pour chacun de ces environnements. En outre, deux applications qui exploitent cet ensemble de données ont été développées : un système de recommandation personnalisé d'objets pédagogiques ainsi qu'une application de visualisation fondée sur les technologies tactiles pour faciliter la navigation au sein de ces données de contexte.An interest for the observation, instrumentation, and evaluation of online educational systems has become more and more important within the Technology Enhanced Learning community in the last few years. Conception and development of Adaptive Web-based Learning Environments (AdWLE) in order to facilitate the process of re-engineering, to help understand users' behavior, or to support the creation of Intelligent Tutoring Systems represent a major concern today. These systems handle their adaptation process on the basis of detailed information reflecting the context in which students evolve while learning: consulted resources, mouse clicks, chat messages, forum discussions, visited URLs, quizzes selections, and so on. The works presented in this document are intended to overcome some issues of the actual systems by providing a privacy-enabled framework dedicated to the collect, share and reuse of context represented at two abstraction levels: raw context (resulting from direct interactions between users and applications) and inferred context (calculated on the basis of raw context). The framework is based on an open standard dedicated to system, network and application management, where the context specific to heterogeneous tools is represented as a unified and extensible structure and stored into a central repository. To facilitate access to this context repository, we introduced a middleware layer composed of a set of tools. Some of them allow users and applications to define, collect, share and search for the context data they are interested in, while others are dedicated to the design, calculation and delivery of inferred context. To validate our approach, an implementation of the suggested framework manages context data provided by three systems: two Moodle servers (one running at the Paul Sabatier University of Toulouse, and the other one hosting the CONTINT project funded by the French National Research Agency) and a local instantiation of the Ariadne Finder. Based on the collected context, relevant indicators have been calculated for each one of these environments. Furthermore, two applications which reuse the encapsulated context have been developed on top of the framework: a personalized system for recommending learning objects to students, and a visualization application which uses multi-touch technologies to facilitate the navigation among collected context entities

Personalised privacy in pervasive and ubiquitous systems

Our world is edging closer to the realisation of pervasive systems and their integration in our everyday life. While pervasive systems are capable of offering many benefits for everyone, the amount and quality of personal information that becomes available raise concerns about maintaining user privacy and create a real need to reform existing privacy practices and provide appropriate safeguards for the user of pervasive environments. This thesis presents the PERSOnalised Negotiation, Identity Selection and Management (PersoNISM) system; a comprehensive approach to privacy protection in pervasive environments using context aware dynamic personalisation and behaviour learning. The aim of the PersoNISM system is twofold: to provide the user with a comprehensive set of privacy protecting tools and to help them make the best use of these tools according to their privacy needs. The PersoNISM system allows users to: a) configure the terms and conditions of data disclosure through the process of privacy policy negotiation, which addresses the current “take it or leave it” approach; b) use multiple identities to interact with pervasive services to avoid the accumulation of vast amounts of personal information in a single user profile; and c) selectively disclose information based on the type of information, who requests it, under what context, for what purpose and how the information will be treated. The PersoNISM system learns user privacy preferences by monitoring the behaviour of the user and uses them to personalise and/or automate the decision making processes in order to unburden the user from manually controlling these complex mechanisms. The PersoNISM system has been designed, implemented, demonstrated and evaluated during three EU funded projects

Social Learning Systems: The Design of Evolutionary, Highly Scalable, Socially Curated Knowledge Systems

In recent times, great strides have been made towards the advancement of automated reasoning and knowledge management applications, along with their associated methodologies. The introduction of the World Wide Web peaked academicians’ interest in harnessing the power of linked, online documents for the purpose of developing machine learning corpora, providing dynamical knowledge bases for question answering systems, fueling automated entity extraction applications, and performing graph analytic evaluations, such as uncovering the inherent structural semantics of linked pages. Even more recently, substantial attention in the wider computer science and information systems disciplines has been focused on the evolving study of social computing phenomena, primarily those associated with the use, development, and analysis of online social networks (OSN\u27s). This work followed an independent effort to develop an evolutionary knowledge management system, and outlines a model for integrating the wisdom of the crowd into the process of collecting, analyzing, and curating data for dynamical knowledge systems. Throughout, we examine how relational data modeling, automated reasoning, crowdsourcing, and social curation techniques have been exploited to extend the utility of web-based, transactional knowledge management systems, creating a new breed of knowledge-based system in the process: the Social Learning System (SLS). The key questions this work has explored by way of elucidating the SLS model include considerations for 1) how it is possible to unify Web and OSN mining techniques to conform to a versatile, structured, and computationally-efficient ontological framework, and 2) how large-scale knowledge projects may incorporate tiered collaborative editing systems in an effort to elicit knowledge contributions and curation activities from a diverse, participatory audience

A Novel Adaptation Model for E-Learning Recommender Systems Based on Student’s Learning Style

In recent years, a substantial increase has been witnessed in the use of online learning resources by learn- ers. However, owing to an information overload, many find it difficult to retrieve appropriate learning resources for meeting learning requirements. Most of the existing systems for e-learning make use of a “one-size-fits-all” approach, thus providing all learners with the same content. Whilst recommender systems have scored notable success in the e-commerce domain, they still suffer from drawbacks in terms of making the right recommendations for learning resources. This can be attributed to the differences among learners’ preferences such as varying learning styles, knowledge levels and sequential learning patterns. Hence, to identify the needs of an individual student, e-learning systems that can build profiles of student preferences are required. In addition, changing students’ preferences and multidimensional attributes of the course content are not fully considered simultaneously. It is by failing to review these issues that existing recommendation algorithms often give inaccurate recommendations. This thesis focuses on student learning styles, with the aim of dynamically tailoring the learning process and course content to meet individual needs. The proposed Ubiquitous LEARNing (ULEARN) system is an adaptive e-learning recommender system geared towards providing a personalised learning environ- ment, which ensures that course learning objects are in line with the learner’s adaptive profile. This thesis delivers four main contributions: First, an innovative algorithm which dynamically reduces the number of questions in the Felder-Silverman Learning Styles (FSLSM) questionnaire for the purpose of initialising student profiles has been proposed. The second contribution comprises examining the accuracy of various similarity metrics so as to select the most suitable similarity measurements for learning objects recommendation algorithm. The third contribution includes an Enhanced Collaboration Filtering (ECF) algorithm and an Enhanced Content-Based Filtering (ECBF) algorithm, which solves the issues of cold-start and data sparsity in- herent to the traditional Collaborative Filtering (CF) and the traditional Content-based Filtering (CBF), respectively. Moreover, these two new algorithms have been combined to create a new Enhanced Hybrid Filtering (EHF) algorithm that recommends highly accurate personalised learning objects on the basis of the stu- dents’ learning styles. The fourth contribution is a new algorithm that tracks patterns of student learning behaviours and dynam- ically adapts the student learning style accordingly. The ULEARN recommendation system was implemented with Visual Studio in C++ and Windows Pre- sentation Foundation (WPF) for the development of the Graphical User Interface (GUI). The experimental results revealed that the proposed algorithms have achieved significant improvements in student’s profile adaptation and learning objects recommendation in contrast with strong benchmark models. Further find- ings from experiments indicated that ULEARN can provide relevant learning object recommendations based on students’ learning styles with the overall students’ satisfaction at almost 90%. Furthermore, the results showed that the proposed system is capable of mitigating the problems data sparsity and cold-start, thereby improving the accuracy and reliability of recommendation of the learning object. All in all, the ULEARN system is competent enough to support educational institutions in recommending personalised course content, improving students’ performance as well as promoting student engagement.Arab academy for science technology & maritime transpor