# Online and In-Class Evaluation of a Music Theory E-Learning Platform
## 5 Analysis of the Gathered Data
### Evaluation  
During the evaluation period, the teachers and the students used the platform independently, without interaction from the authors of this study. Five classes were created within the platform. Homework was given to each class individually. However, no requirement or incentive was given to students to complete the homework. Statistical data on user activity on the platform was the basis for measuring engagement. New registrations, logins and the number of solved exercises were tracked. Eighty users registered on the platform in total (Figure 5). Most students registered at the beginning of the evaluation period, when we presented the platform. During the first week, 45 user accounts were created. Later on, there were 35 new registrations, which is more than expected. We believe these registrations are based on word of mouth among the students since the previously registered students suggested the platform to their peers. The weekly average of logins during the first week was around 11 per day (Figure 6). This was the first week when all the students got to know the platform during the lessons. Then, the weekly average for a few weeks stabilized at an average of five logins per day. A major decline was observed during the weeks after 1 May. At that time, the number of  
Figure 5: Number of newly registered user accounts, per week. logins averaged around two to three per day. Based on the discussion with the teachers, this can be attributed to the fact that the students' workload and stress increased after the school resumed their courses in-class. The individual logins into the platform also significantly varied between individual days. Students have most commonly logged into the platform twice a week. We attribute this phenomenon to homework deadlines. We also observed the time spent solving individual exercises (Figure 7). We expected it to decrease over time as students quickly mastered the way of solving the exercises at the given difficulty levels. During the first week, students spent an average of 7.1 min per exercise. The following week, the value dropped to 6.35 min. In the following weeks, students spent 2 to 3 min solving the exercise. Solving time was therefore reduced by more than 50%. This drop seemed too steep, and given the students' feedback, the difficulty levels, which were unlocked at the time, were too easy. An individual student could unlock the more difficult levels by completing several exercises at a lower level. However, this number was, in retrospect, set too high. Consequently, the low difficulty affected student engagement. By the suggestion of the teachers, we unlocked all levels for the students after week 8. At that time, it was no longer necessary to advance to a higher level, but the students could choose for themselves at which difficulty they wanted to practice. The difference was immediately noticeable as the students were again more engaged by choosing the difficulty themselves. Additionally, the time spent per exercise again increased due to the increased difficulty. Based on the results, we can conclude that the difficulty levels and constraints should be changed to accommodate the students' learning curve better. One of the straightforward changes could be a faster progression through the levels, allowing the user to progress more easily while still allowing them to practice easier levels if they feel the progression is too fast. This change would probably benefit the more talented and knowledgeable students who desire more difficult challenges. Figure 6: Number of logins, per week. In total, 800 games were played on the platform during this time (Figure 8). Each game consisted of two exercises. The number of games varied weekly, with about eight games per day on average successfully solved. The maximal number of games played was during the fourth week, with a peak of 58 exercises on Wednesday of that week. A gradual decline in the number of games is seen after this week. Most of the games were played during the week and fewer during weekends.