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Resumo Este trabalho aborda questões teóricas e de implementação de um arcabouço para a construção e execução de Abstract The work approaches theoretical and implementation issues of a framework for creating and executing Learning Objects (LOs) where problem-solving tasks are ordered according to the matching of two parameters, both calculated automatically: (1) student skill level and (2) problem solution difficulty. They are formally defined as algebraic expressions. The definition of skill level is achieved through a rating-based measure that resembles the ones of game mastery scales, while the solution difficulty is based on mistakes and successes of learners to deal with the problem. An empirical study based on existing students data demonstrated the suitability of the formulas.Besides, the motivational aspects of learning are considered in depth. In this sense, it is important to propose activities according to the student's level of expertise, which is achieved through presenting students with exercises that are compatible with the difficulty degree of their cognitive skills. Also, the results of an experiment conducted with four highschool classes using the framework for the domain of logarithmic properties are presented.

The work approaches theoretical and implementation issues of a framework for creating and executing Learning Objects (LOs) where problem-solving tasks are ordered according to the matching of two parameters, both calculated automatically: (1) student skill level and (2) problem solution difficulty. They are formally defined as algebraic expressions. The definition of skill level is achieved through a rating-based measure that resembles the ones of game mastery scales, while the solution difficulty is based on mistakes and successes of learners to deal with the problem. An empirical study based on existing students data demonstrated the suitability of the formulas. Besides, the motivational aspects of learning are considered in depth. In this sense, it is important to propose activities according to the student’s level of expertise, which is achieved through presenting students with exercises that are compatible with the difficulty degree of their cognitive skills. Also, the results of an experiment conducted with four highschool classes using the framework for the domain of logarithmic properties are presented.

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