## 3 Results
### Analysis of the Incidence in Students  
As detailed in Section 2.1, in order to effectively measure the impact of the implemented virtual classroom system, a plugin for Moodle was developed that was capable of making queries to the LMS database, which collected relevant information about the actual use by students of both the old system and the newly implemented system. This information was summarized as four numerical variables on a scale of 1 to 100, corresponding to the average of the students' scores in each classroom for performance, percentage of progress, percentage of interaction, and time of classroom use (in hours). Using this plugin, developed as a block, observations were collected for 113 classrooms of the previous system in version Moodle 3.6 and 116 classrooms for the new system implemented in version 4.2, resulting in a database of 229 observations for each student's classroom at the end of each subject. The descriptive statistics obtained for these variables are presented in Table 5.  
Figure 8: Box plots for contrasting teachers’ perceptions of the ease of use of the platform depending on their contract type, (**a**) Moodle ease of use, (**b**) ease in creating educational resources, (**c**) ease in creating interactive learning objects, and (**d**) AI usability. The data were then processed by checking for missing data and identifying atypical data. No missing data were detected using this method. On the other hand, using Mahalanobis distances, five atypical observations were detected, using a cut-off value of 22.4577 for a statistic \(\chi^{2}\) of 99.999 and degrees of freedom determined by the number of variables in the sample. This way, these five outlier observations were removed so that the final sample consisted of the observations collected for 224 virtual classrooms. Next, we proceeded with the verification of assumptions by applying the Lilliefors test to verify normality and the Snedecor F test to verify homogeneity in the data that made up the sample. When running the normality tests using the Lilliefors test, \(p\)-values of 4.714 \(\times\) 10\({}^{-6}\) and 0.002511 were obtained for the average performance of the students in each classroom for the state before and after implementation, respectively. For the average percentage of progress variable, \(p\)-values of 7.529 \(\times\) 10\({}^{-5}\) and 0.1226 were obtained for the state before and after implementation, respectively. The \(p\)-values of 0.2797 and 7.572 \(\times\) 10\({}^{-6}\) were obtained for the average interaction percentage variable for the state before and after implementation, respectively. For the variable, average time of use of each virtual classroom, \(p\)-values of 4.285 \(\times\) 10\({}^{-5}\) and 0.01935 were obtained for the state before and after implementation, respectively. For these reasons, the normality assumption was rejected since the significance threshold established at 0.05 was exceeded in several cases. Furthermore, when the homogeneity tests were executed using Snedecor's F, \(p\)-values of 0.0627, 0.0002, 0.0037, and 5.162 \(\times\) 10\({}^{-13}\), respectively, were obtained, so only the average performance variable reached the level of significance, so the homogeneity assumption was rejected. In this way, it was determined that the sample for analyzing student results was not parametric, so the Wilcoxon Signed-Rank Test for dependent samples was used for analysis [33; 34]. The results of applying this test to the four variables are presented in Figure 9 and Table 6.  
As shown in Figure 9 and Table 6, when comparing the data of each variable for the previous system and the newly implemented virtual classroom system, a significant improvement in each of the metrics could be observed. Regarding the students' academic performance, it was observed that the average final grades for each subject of the students in each classroom went from a median of 7.55 to a median of 8.4, which represents a significant improvement with a \(p\)-value of 7.39 \(\times\) 10\({}^{-11}\).