ALMA actively engages students in the learning process. It takes into account readers’ background knowledge in order to propose the appropriate text version from four versions of a text with the same content but different cohesion at the local and global level. To achieve this goal, it suggests that the student performs a background knowledge assessment test, with scores characterized as “high”, “median” and “low”. ALMA motivates high knowledge students to read the minimally cohesive text at both local and global levels (lg), median knowledge students to read the text with maximum local and minimum global cohesion (Lg) or with minimum local and maximum global cohesion (lG) and low knowledge students to read the maximally cohesive text (LG). ALMA also allows the student to choose the preferred version of text and records the time spent reading it.

ALMA supports and assesses students’ comprehension through a series of activities such as: text recall, summaries, text-based, bridging inference, elaborative inference, problem solving, case studies, active experimentation and sorting tasks. It supports multiple Informative, Tutoring and Reflective Feedback Components.