We analyse how a learner modelling engine that uses belief functions for evidence and belief representation, called
, reacts to different input information about the learner in terms of changes in the state of its beliefs and the decisions that it derives from them. The paper covers
induction of evidence with different strengths from the qualitative and quantitative properties of the input, the amount of indirect evidence derived from direct evidence, and differences in beliefs and decisions that result from interpreting different sequences of events simulating learners evolving in different directions. The results here presented substantiate our vision of
is a proof of existence for a generic and potentially comprehensive learner modelling subsystem that explicitly represents uncertainty, conflict and ignorance in beliefs. These are key properties of learner modelling engines in the bizarre world of open Web-based learning environments that rely on the content+metadata paradigm.