Available online at www.rajournals.in RA JOURNAL OF APPLIED RESEARCH ISSN: 2394-6709 DOI:10.47191/rajar/v8i4.19 Volume: 08 Issue: 04 April-2022 International Open Access Impact Factor- 7.108 Page no.- 335-340 335 Kemouss Hassane 1 , RAJAR Volume 08 Issue 04 April 2022 Design and Development of a Computer System for Managing Learning Activities According to the Kolb Learner Profile Kemouss Hassane 1 , Omar Abdenour 2 , Khaldi Mohamed 3 , Erradi Mohamed 4 1,2,3,4 A research team in Computer Science and University Pedagogical Engineering (S2IPU) Normal School of Tétouan, Abdel Malek Essaadi University – Morocco. ARTICLE INFO ABSTRACT Published Online: 30 April 2022 Corresponding Author: Kemouss Hassane Learning activities play an essential role in the act of teaching/learning. They highlight the nature of the learners and their ability to perform the tasks easily and make it possible to give meaning to the learning. The idea developed in our article lies in the design and development of a computer system for managing learning activities according to the experiential model of Kolb. For this, we evoke after having defined our problem and our research questions, our theoretical framework, which includes the learning styles, the styles of Kolb, and the bases of the experiential activity of Kolb, our methodology of research, which is articulated on a case study through a survey whose purpose is to define the learning styles of our sample. Then, we suggest learning activities according to the style of each learner, to experiment with them on our sample and make an evaluation to analyze the results obtained which allow us the transition to a model in the form of a pedagogical scenario. Finally, our model will be managed by a learning management computer system adapted to each learner according to his learning style according to Kolb. KEYWORDS: Learning styles, Kolb’s experiential style, learning activities, pedagogical scenario, model, management information system. I. INTRODUCTION According to Psychomédia, 2014 “Learning style refers to preferences in the ways of acquiring and processing new information. It is a set of theories that people learn best when teaching is congruent with their learning style. [1] Therefore, knowledge of different learner styles is a tool that helps teachers foster learner preferences and motivation to plan their teaching to achieve learner-learning success. Our research is based on the experiential model according to David Kolb's theory and the learning styles resulting from this model to determine the learning style specific to each learner and assign him the activity that promotes the development of his skills in addition, to values their learning. The problem of this work is to propose learning activities for learners based on their learning styles according to Kolb. For it, we are specifically interested in: 1- How to conduct a survey within a group and choose the instrument to measure its different learning styles. 2- How to adapt educational activities according to the learning styles of each learner. 3- How to script these activities to make them adequate, at the service of the learning actors through a well-structured pedagogical scenario. The objective of this work is to develop a system to support learners in their learning tasks effectively through personalized activities, adapted to the needs and preferences of learners, and the reuse of style to make learning meaningful, motivating, and profitable. II. THEORETICAL FRAMEWORK The plurality and diversity of existing styles, in the sense of structure or content, prevent their easy use in different contexts and by different actors. Our theoretical framework proposes: - A brief description of some styles encountered in education, - To treat the experiential style of David Kolb as the object of our research. - To overcome the basis of learning activities A. Basic concept definitions According to Coffield et al. "Learning styles constitute a range of theories which from a common concept that learners differ in the way they acquire, process their knowledge, these theories suggest that all learners could be labeled according to a particular learning style.[2], it is important to situate the different styles encountered in pedagogy in their context.