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The goal of ITS is to support learning content, activities, and resources, adapted to the specific needs of the individual learner and influenced by learner’s motivation. One of the major challenges to the mainstream adoption of adaptive learning is the complexity and time involved in guiding the learning process. To tackle these problems, this research proposes an intentional model that adopts Map formalism to support personalized learning guidance by considering learner’s motivation. For that, the intentional model adopts the ARCS model of motivation. The proposed model couples the learner’s intention with the learning strategies and provides a multitude of paths between learner intentions. Based on the learner’s motivation and the corresponding learning mode or the individual learning style, the ITS can adaptively support the learner to achieve his/her intention through the selected strategy. The first results show that this study’s provide implications for both theoretical research and the practical development of ITSs that will help education professionals make full use of ITSs. In the initial tests, the process model has met what was expected, however, more studies with experiments must be carried out.

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Previous research on adaptive learning successfully demonstrated that use of Intentional Model for Educational Processes Guidance has gained popularity in Intelligent Tutoring System. Within this context, the novelty of this version of Intentional Model of Pedagogical Process Guidance (IMPPG) is the effectiveness use of Cognitive Trait Model to be aware of different traits of learner. The proposed model leads to generate an individualized learning for each learner by selecting the most appropriate pedagogical process according to the actual preferences of the tutor and the cognitive traits of learner. In fact, this model couples the pedagogical intention with the pedagogical strategies and provides a multitude of paths between learner intentions. Based on the cognitive traits of the individual learners and the corresponding pedagogical method or the individual teaching style, the ITS adopts the proposed model to adaptively support the tutor to achieve his/he intention through the selected strategy. This model has been experimented and assessed with tutors and students learning spreadsheet management in a first-year studying in applied license’s degree in Business English and applied license’s degree in Education. The first results show that the intentions and the strategies selected by our model were relevant according to students’ needs and tutors’ preferences. In the initial tests, the process model has met what was expected, however, more studies with experiments must be carried out. The primary results are reported and discussed in the paper; several lessons learned from the experience and potential improvements are also included.