Abstract—Learning styles (LS) refer to the ways and forms that the student prefers to learn in the teaching and learning process. Each student has their own way of receiving and processing information throughout the learning process. Therefore, knowing their LS is important to better understand their individual learning preferences, and also, understand why the use of some teaching methods and techniques give better results with some students, while others it does not. We believe that knowledge of these styles enables the possibility of making propositions for teaching; thus, reorganizing teaching methods and techniques in order to allow learning that is adapted to the individual needs of the student. Adapting learning would be possible through the creation of online educational resources adapted to the style of the student. In this context, this article presents the structure of a learning object interface adaptation based on the LS. The structure created should enable the creation of the adapted learning object according to the student's LS and contributes to the increase of student’s motivation in the use of a learning object as an educational resource. Keywords—Adaptation, interface, learning object, learning style. I. INTRODUCTION HE LS refers to a person's individual preferences, in relation to the ways and forms that they prefer to learn in the teaching and learning process. Reference [16] considers LS a composition of cognitive features and affective physiological factors that serve as relatively stable indicators of how a student perceives, interacts and responds to the learning environment. Reference [8] advocates LS as a characteristic and dominant preference in the way people receive and process information. An investigation by [14] indicates that pedagogical strategies related to the learner's LS contribute to making learning easier. It also presents improvements in the learning process, if the educational material used by the learner matches their LS. To each, LS contains specific characteristics that need to be collected and mapped in order to enable the adaptation of the educational material. This research considered as educational material the learning object (LO), so that the student benefits more from this resource that has been widely available in learning virtual environments. In view of the creation of this LO, it is important to respect in addition to the physical, sensory and motor specificities of learners, the students' individual learning preferences, that is, Silva, Zenaide Carvalho da, Pimentel, Andrey Ricardo, and Ferreira, Leandro Rodrigues are with the Post-Graduation Program in Informatics, Federal University of Parana (UFPR). PO Box 19.081, Zip Code 81531-980, Curitiba–PR, Brasil (e-mail: zcsilva@inf.ufpr.br, andrey@inf.ufpr.br, lrferreira@inf.ufpr.br). LS. The adaptation of the LO interface considering the student's LS is one of the possibilities that allows for the offering of digital educational resources adapted to students’ individual learning preferences. In this case it is expected to obtain a greater motivation of the student with the use of this type of educational resources because the LO will be presented in a way that respects their individual preferences of learning. There are several models of LS available in the literature that describes how to classify the student in an LS as in [8], [17], [15], [3], [10]. These models classify students as to the form or manner that they prefer to perceive and process the information received when they are learning, so their individual learning preferences can be identified. Reference [4] carried out an investigation of LS studies over the last 30 years up to 2003. They managed to identify 71 models of LS and categorize 13 of these as main models, considering three criteria: their theoretical importance, their widespread use, and their influence on other models of LS. Although many of these models are small adaptations of others, it is still considered a large number of models in the literature, and their styles can be used to define the profile of students in virtual learning environments, and therefore, be used as a criterion for the adaptation of educational materials. This research used the Felder-Silverman Learning Styles Model (FSLSM) [8], because it is considered the most suitable to be used in educational environments, and a better match of their scales to the characteristics of learning materials [12], [1], [9], [21]. In this perspective, this study proposes a structure of LO interface adaptation based on the LS to allow the creation of the LO adapted according to the LS of the student, contributing to the increase of student motivation in the use of LO as an educational resource. This work makes the following contributions:  Defines an association of the characteristics of LS with the most appropriate forms of presentation of the LO content for each LS of the Felder-Silverman model;  Creates a structure of adaptation of the LO interface based on LS, from the in-depth research and analysis of the characteristics of the styles of the Felder-Silverman model to contribute to the creation of adapted LO to the LS; The text is structured as follows. Section II presents a theoretical basis. Section III presents related works. Section IV describes the structure of the interface adaptation based on LS. Section V presents an analysis and discussion of the work. In Section VI, the final considerations and suggested future work are made. Learning Object Interface Adapted to the Learner's Learning Style Zenaide Carvalho da Silva, Leandro Rodrigues Ferreira, Andrey Ricardo Pimentel T World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences Vol:11, No:10, 2017 2257 International Scholarly and Scientific Research & Innovation 11(10) 2017 scholar.waset.org/1307-6892/10007979 International Science Index, Educational and Pedagogical Sciences Vol:11, No:10, 2017 waset.org/Publication/10007979