## 6 Conclusions  
In this work, we have presented MaGraDa, a Java-based graph visualisation and computational system designed to assist students and educators in undergraduate and high school courses involving concepts and algorithms related to graphs. To analyse its effectiveness, a survey was conducted among students enrolled on a DM course as part of the Computer Engineering programme at the University of Alicante in Spain. A value of 0.894 for Cronbach's alpha indicated the internal consistency of this survey. An exploratory analysis performed to reduce the dimensions of the data identified the most important aspects that an educational software should cover, that is, usefulness for learning, usability and user-friendliness, impact on academic performance, and content quality. Based on the results of the survey and our analysis, MaGraDa is positioned as a valuable tool to facilitate the learning process and make abstract graph concepts more accessible. Through classroom assessments, we observed positive outcomes in terms of engagement, comprehension, and problem-solving skills. The visual representation of graphs and the ability to manipulate them in real time provided a hands-on learning experience, enabling students to understand graph structures and algorithms more effectively. Furthermore, the ease of use of this software opens up possibilities for various applications within computer science education. It could be integrated into existing curricula, used as a supplementary tool for individual study, or even employed in online courses or distance learning programmes. The flexibility of this software allows educators to tailor the learning experience to the specific needs and learning styles of their students. As with any educational tool, continuous improvement and refinement are necessary. Future iterations of MaGraDa could incorporate additional features such as interactive tutorials, more advanced graph algorithms, and customisable exercises. User feedback and ongoing research will play crucial roles in enhancing its functionality and usability, and will ensure its long-term effectiveness in terms of supporting graph theory education. In summary, this educational software for teaching graph theory has been shown to have the potential to enhance the learning experiences of students and comprehension of this subject as part of computer science studies. By providing a visual and interactive platform, we aim to empower students to apply graph theory concepts confidently to solve practical and real-world problems. The results of this study, in which female students unanimously expressed satisfaction with the assessed software and only a small percentage (6%) of males reported dissatisfaction, underscore the motivating potential of this educational software. In addition, these findings show that MaGraDa could help to encourage female students pursuing STEM courses with graph-related content, thereby helping to address the gender gap in STEM fields. Conceptualisation, V.M. and J.P.; methodology, V.M. and J.P.; formal analysis, V.M. and J.P.; software, V.M. and J.P.; validation, V.M. and J.P.; investigation, V.M. and J.P.; data curation, V.M. and J.P.; writing--original draft preparation, V.M. and J.P.; writing--review and editing, V.M. and J.P.; supervision, V.M. and J.P. All authors have read and agreed to the published version of the manuscript. This research received no external funding. Informed Consent Statement: Informed consent was obtained from all subjects involved in the study. Data Availability Statement: The current version 2.2 of the MaGraDa software implemented and presented in this manuscript is freely available from the University of Alicante website at [[https://web.ua.es/en/magrada](https://web.ua.es/en/magrada)]([https://web.ua.es/en/magrada](https://web.ua.es/en/magrada)), uploaded on 29 October 2023. We would like to thank the students for their participation in the survey, and especially [PERSON], who contributed to the initial concept for this software in 2001.