## 2 Materials and Methods
### Data Collection
The percentage of progress for each student was configured to be obtained by consulting the database with the number of activities and resources that the student has completed in the virtual classroom, divided by the total number of activities created and enabled \begin{table}
\begin{tabular}{c c} \hline \hline \multicolumn{2}{c}{_Factor 1: Ease of use of the Moodle platform for online education_} \\ \hline \(p_{1}\) & Do you consider that the virtual classroom system has an interface that facilitates user navigation? \\ \(p_{2}\) & Are virtual classroom systems’ communication blocks and tools easy to use and access? \\ \(p_{3}\) & Do you consider that each virtual classroom’s communication blocks and tools are configured optimally? \\ \(p_{4}\) & Do you consider the virtual classroom system’s publication and configuration of resources simple and user-friendly? \\ \(p_{5}\) & Are creating and configuring activities in the virtual classroom system (assignments, questionnaires, forums, glossaries, lessons, etc.) simple and user-friendly? \\ \hline \multicolumn{2}{c}{_Factor 2: Ease of creating, publishing, and uploading educational resources_} \\ \hline \(p_{6}\) & Are creating and publishing documents in the virtual classroom system easy? \\ \(p_{7}\) & Are recording and publishing educational videos in the virtual classroom system easy? \\ \(p_{8}\) & Do you consider it easy to create, edit, or publish figures and illustrations in the virtual classroom system? \\ \(p_{9}\) & Do you consider it easy to create, export, and import question banks in the virtual classroom system? \\ \(p_{10}\) & Are creating, projecting, and publishing presentations in the virtual classroom system easy? \\ \hline \multicolumn{2}{c}{_Factor 3: Ease of creating and using interactive learning objects_} \\ \hline \(p_{11}\) & Is creating interactive videos in the virtual classroom system easy? (videos that project questions and challenges to the user automatically) \\ \(p_{12}\) & Does the virtual classroom system facilitate the creation of interactive diagrams? \\ \(p_{13}\) & Do you consider that the virtual classroom system has sufficient tools to facilitate the creation of recreational elements such as word searches, crossword puzzles, and other interactive games? \\ \(p_{14}\) & Do you consider that the virtual classroom system has sufficient design and tools to promote the gamification of the virtual classrooms used to teach the subjects? \\ \hline \multicolumn{2}{c}{_Factor 4: Ease of using artificial intelligence applied to education_} \\ \hline \(p_{15}\) & Do you consider that the system and regulations implemented promote the use of artificial intelligence for text processing, such as ChatGPT? \\ \(p_{16}\) & Do you consider that the implemented system facilitates the creation of educational texts and documents assisted by artificial intelligence? \\ \(p_{17}\) & Does the implemented system facilitate the creation of educational presentations assisted by artificial intelligence? \\ \(p_{18}\) & Does the implemented system facilitate the creation of question banks in a format compatible with Moodle, assisted by artificial intelligence? \\ \(p_{19}\) & Do you consider that the implemented system facilitates the editing of academic documents assisted by artificial intelligence? \\ \(p_{20}\) & Does the implemented system facilitate the creation and editing of scripts for educational videos assisted by artificial intelligence? \\ \hline \hline \end{tabular}
\end{table} 
Table 1: Ordinal variables are components of each factor. by the teacher in the classroom, and transformed into a percentage scale, considering the completion status rules configured by each teacher in each activity. The student's engagement time is obtained by consulting the Moodle log database, comparing it with the classroom index, and adding up the accumulated connection times for each student.