## 2 Materials and Methods
### Data Collection  
The analysis of the incidence of the implemented proposal was carried out for the two levels of existing users, teachers, and students. To collect information about teachers, the creation of an ordinal instrument was considered to measure the perception of the ease of use that the implemented proposal has provided to their work activities, under the hypothesis that a more organized, standardized system equipped with cutting-edge technology should contribute to the daily work of teachers. On the other hand, since students are a population with a less formed and objective criterion than teachers, it was considered to measure the impact of the implementation not through a survey but through tangible performance metrics extracted directly from the installed system's Moodle database. To do this, a plugin was developed to query the Moodle database for each classroom and calculate accurate performance metrics for each student. This plugin is available as an open-source version in the public repository: [[https://github.com/erickherrearesearch/MoodleSeguimiento](https://github.com/erickherrearesearch/MoodleSeguimiento)]([https://github.com/erickherrearesearch/MoodleSeguimiento](https://github.com/erickherrearesearch/MoodleSeguimiento)), accessed on 27 March 2024. An ordinal instrument was created to allow the extraction of relevant and inferential information to verify the impact of the proposal implemented on teachers [19; 20]. The development of this instrument was based on the requirements specified by the Teaching Management, the Office of the Academic Vice-Rector, and the Online Education Management. Therefore, it was designed to support the assessment of teachers' perceptions of ease in aspects such as the use of Moodle, the generation of educational resources, the creation of interactive learning objects, and the application of artificial intelligence in education. Measuring these variables was challenging because they depend on individual perception. To address this problem, the variables were configured as unobserved latent variables within a factorial model, which allowed them to be assessed through a set of items rather than a single question. The layout of the factor structure and the items used are shown in Table 1.  
Figure 1: Structure of the implemented institutional virtual classroom template: (**a**) interactive menu; and (**b**) LevelUp XP ranking and gamification system. Contrary to the analysis of the incidence in the teaching staff, for the evaluation of the incidence in the students, it was considered to increase the numerical performance metrics obtained from the Moodle database of the previous virtual classroom system and the new implementation, with the objective that the analysis allows us to objectively visualize the impact generated in the users of the virtual classroom systems. For this purpose, a block-type plugin for Moodle called \"MoodleMonitoring\" was developed using the programming language PHP with corresponding HTML components and CSS styles, which allowed querying the different components of the database through structured SQL queries. Moodle data is extracted for each student, and these metrics are averaged to determine the results achieved in each classroom. The plugin was developed using the PhpStorm software v2023.3.1 in a Moodle test environment installed on an Ubuntu virtual machine configured to run PHP version 8.1, a PostgreSQL database, and a Nginx web server. The metrics considered for collecting student information for each subject at the end of the academic period were performance, progress, interaction rate, and time spent by each student in the classroom. Performance is a metric that was designed to be obtained as a query to the database generated by the classroom on the final grade obtained by each student only for the activities that have been enabled and graded by the teacher, considering the grading rubric for each activity and their contribution configuration to the grade book.