## 6 Discussion  
This section addresses the research questions posed above and discusses the results of the study. RQ1: What Is the Resulting Student Attitude towards this Format, in Respect to a Traditional One (i.e., Expository)? To answer this research question we evaluated the subjects' answers in questions P1.1 to P1.5. In general, the Ng participants value the use of storytelling positively, even \begin{table}
\begin{tabular}{c c c c c c c c c c c} \hline \hline  & \multicolumn{6}{c}{**Expository Group (Eg)**} & \multicolumn{6}{c}{**Narrative Group (Ng)**} \\ \hline
**Filter** & **Variable** & **Count** & **Mean** & **Std** & **Count** & **Mean** & **Std** & **Statistic** & \(p\)**-Value** & **Significance?** \\ \hline No filter & Improvement & 49 & 3.29 & 2.10 & 62 & 3.23 & 1.76 & 1492.0 & 0.44 & False \\ No filter & Activity Grade & 49 & 9.26 & 0.78 & 62 & 9.24 & 0.92 & 1511.0 & 0.47 & False \\ \hline No Prev. knowledge & Improvement & 38 & 3.05 & 2.13 & 46 & 3.24 & 1.88 & 821.0 & 0.32 & False \\ No Prev. knowledge & Activity Grade & 38 & 9.24 & 0.83 & 46 & 9.15 & 1.06 & 852.5 & 0.37 & False \\ \hline Prev. knowledge & Improvement & 11 & 4.09 & 1.87 & 16 & 3.19 & 1.42 & 59.5 & 0.079 & False \\ Prev. knowledge & Activity Grade & 11 & 9.32 & 0.60 & 16 & 9.50 & 0.00 & 80.0 & 0.13 & False \\ \hline Age \(<\) 30 & Improvement & 9 & 3.22 & 1.86 & 11 & 4.00 & 1.90 & 38.0 & 0.2 & False \\ Age \(<\) 30 & Activity Grade & 9 & 8.83 & 1.00 & 11 & 9.32 & 0.60 & 37.5 & 0.1 & False \\ \hline Age \(\geq\) 30 and \(<\) 40 & Improvement & 21 & 3.05 & 2.42 & 28 & 2.93 & 1.46 & 278.5 & 0.38 & False \\ Age \(\geq\) 30 and \(<\) 40 & Activity Grade & 21 & 9.21 & 0.96 & 28 & 9.14 & 1.22 & 290.5 & 0.45 & False \\ \hline Age \(\geq\) 40 & Improvement & 19 & 3.58 & 1.89 & 23 & 3.22 & 1.98 & 202.5 & 0.35 & False \\ Age \(\geq\) 40 & Activity Grade & 19 & 9.50 & 0.00 & 23 & 9.33 & 0.58 & 199.5 & 0.1 & False \\ \hline \hline \end{tabular}
\end{table} 
Table 4: Results of the Mann–Whitney U test of the variables related to knowledge acquisition. \begin{table}
\begin{tabular}{c c c c c c c c c c c} \hline \hline  & \multicolumn{6}{c}{**Expository Group (Eg)**} & \multicolumn{6}{c}{**Narrative group (Ng)**} \\ \hline
**Filter** & **Variable** & **Count** & **Mean** & **Std** & **Count** & **Mean** & **Std** & **Statistic** & \(p\)**-Value** & **Significance? ** \\ \hline No filter & P2.1 & 49 & 4.00 & 0.61 & 62 & 4.11 & 0.52 & 1398.0 & 0.18 & False \\ No filter & P2.2 & 49 & 3.80 & 0.79 & 62 & 4.08 & 0.61 & 1235.0 & 0.029 & True \\ No filter & P2.3 & 49 & 3.43 & 0.87 & 62 & 3.90 & 0.74 & 1086.0 & 0.0025 & True \\ No filter & P2.4 & 49 & 3.57 & 0.82 & 62 & 3.74 & 0.97 & 1305.5 & 0.089 & False \\ \hline No Prev. knowledge  
though, as it can be seen in Table 2, the differences between the two groups are not statistically significant for most of the variables. The only variable where the difference can be considered statistically significant is P1.3 (\"The contents are useful to start working on the graded assignment\"). It is possible to observe that the main difference in this case comes from the subject group older than 40, where the subjects that used the novelette think that its content is less useful to start solving the graded activity than the subjects from the Eg (Eg: mean = 4.11, std = 0.66; Ng: mean = 3.52, std = 0.79). However, if we also consider the answers of P1.5 (\"How long did you take to study the learning resources and resolve the graded assignment?\"), it can be observed that there is no statistical difference between the two groups, and therefore, it can be concluded that students in the Ng, regardless of their age, did not actually have to invest an extra effort to solve the first mandatory graded activity of the course. Hence, we can consider that the students' attitude towards the narrative format is good and comparable to their attitude towards the conventional learning resources, thus validating the novelette and its design methodology as a valid learning resource on equal footing to expository text.