The main objective of an Adaptive System is to adequate its relation with the user (content
presentation, navigation, interface, etc.) according to a predefined but updatable model of the user
that reflects his objectives, preferences, knowledge and competences [Brusilovsky, 2001], [De Bra,
2004]. For Educational Adaptive Systems, the emphasis is placed on the student knowledge in the
domain application and learning style, to allow him to reach the learning objectives proposed for his
training [Chepegin, 2004]. In Educational AHS, the User Model (UM), or Student Model, has increased
relevance: when the student reaches the objectives of the course, the system must be able to readapt,
for example, to his knowledge [Brusilovsky, 2001].
Learning Styles are understood as something that intent to define models of how given person
learns. Generally it is understood that each person has a Learning Style different and preferred with
the objective of achieving better results. Some case studies have proposed that teachers should
assess the learning styles of their students and adapt their classroom and methods to best fit each
student's learning style [Kolb, 2005], [Martins, 2008]. The learning process must take into
consideration the individual cognitive and emotional parts of the student. In summary each Student
is unique so the Student personal progress must be monitored and teaching shoul not be not
generalized and repetitive [Jonassen, 1991], [Martins, 2008].
The aim of this paper is to present an Educational Adaptive Hypermedia Tool based on Progressive
Assessment
