# Moodle LMS Integration with Amazon Alexa: A Practical Experience
## 5 Results  
Once the usability evaluation was completed, we moved to further investigate the results obtained by the usage of the Alexa skill, and compare such results with the feedback previously gathered from the students. The usage of the skill was relatively low. On February 3 rd, the first day of the course, the Alexa skill was introduced to the students. It is during that brief time of introduction (around 15 min) when most of the interaction with the Alexa skill happened. The usage of the Alexa skill during the time of evaluation can be seen on Figure 11. There are some sporadic interactions with the skill during the following days and weeks. However, those sporadic interactions occurred on the same days as the instructor gave in-class reminders about the Alexa skill. \begin{table}
\begin{tabular}{l l} \hline \hline
**Survey Question** & **Possible Answers** \\ \hline \hline  & A—Event’s calendar from Moodle \\  & B—Uploaded PDF from the teacher \\ What option do you use to know about events from the course? & C—Alexa skill \\  & D—Ask to other students \\  & E—I took notes of the dates given the \\  & first day of class \\ Do you like to receive notifications through Alexa-enabled & Yes \\  & No \\  & \\  & \\  & \\  & \\  & \\  & \\  & \\  & \\  & \\  & \\ \end{tabular}
\end{table} 
Table 4: Feedback survey to students (Extract taken from [PERSON] et al. [23]). Figure 10: Statistical data deviated from the feedback survey (Source: own authors’ elaboration). We aimed to investigate if there could be some technical issue that would be affecting the usability experience of the skill. We began by looking at the skill activation and account linking processes. We found out that, while most of the students linked their accounts successfully during the presentation day, all the intents in following days were never completed successfully (see Figure 12). We found no record of error related to the activation or account linking processes on the skill logs, and the Alexa Developer Console did as well concur on the fact that there were no errors to be found. However, the feedback survey did provide us with a possible explanation. It is worth mentioning that the results of the feedback survey are further detailed and exhaustively analyzed in the works by [PERSON] et al. [23], where a more profound study on the effectiveness of using IPAs in education is performed. This particular study analyzes what is the students' perception on the usefulness of IPAs when used in conjunction with LMSs, researching if there are significant differences in how students access to information provided by LMSs, as well as if there are significant differences in the students' learning outcomes, depending on use versus non-use of an IPA. From the students' feedback we could deduce that providing access for the skill to their private data located in Moodle might be too much to ask from them in proportion to the gain. They felt the Alexa skill would not provide them with value enough to equal for the potential privacy risks. Additionally, these results match the expected outcome given the participant profiles we defined from the evaluation's initial  
Figure 11: Total sessions opened towards the Alexa skill. Figure 12: Account Linking data for Alexa skill. survey. More than half the students that participated on the survey had never used a voice-enabled device, with some of them using them seldom, if ever. It would be expected that users would be reluctant to go over an account linking process when they are not comfortable utilizing the device itself as part of their daily routine. Furthermore, from the feedback survey, we can extract the sense of completeness that Moodle brings to the students. The feedback gained on possible improvements for the skill reflects the expectations from the students for the Alexa skill to be able to operate at the same level as Moodle, providing the same wide range of information related to not only courses but any kind of event regarding the educational day-by-day life of the student.