## 4 Results
### Data Analysis  
The study population is two sections registered in a Fundamental of Logic course at Kuwait University, with 69 students participating in this survey. All the students were in the age group between 17 and 25 years. Around 83% of the participants were female, and 17% were male. The survey was opened to all enrolled students at the end of the course. The sampling technique employed in this study is convenience sampling. Although it is a helpful method for collecting data, in this case, it was only students who were enrolled in the same classes surveyed; hence, the sample does not represent all the students who attend  
Figure 4: (**a**) Screenshot of a single-choice question in the video. (**b**) Screenshot of a true-or-false question in the video.  
Figure 5: (**a**) Screenshot of drag and drop option in the video. (**b**) Screenshot of instant feedback option with grade points.  
the university. As a result, gathering more data after including H5P in other coursework may be considered a potential advancement in the future.  
The features of H5P within the video content were analyzed from the student's data. It consists of nine Likert-scale questions (Table A2). The features of H5P, like the retry option and restriction to skip the video, make students a little bored and time-consuming. As shown in Figure 7, around 80% of the students mentioned that limiting the video's timeline made them forcibly hear the whole lecture every time (Q1), and 60% felt bored (Q2). Moreover, the students thought that the preferred method increased their attention, and instant feedback on results increased their knowledge about the subject. The students have a favorable view of integrated learning. The majority anticipate an improvement in their academic performance. Approximately 68% of students said the video's instructional quality was satisfactory.  
Figure 6: Screenshot of the attempt report of students. The student’s IDs and mail addresses are not disclosed to protect their privacy.  
Figure 7: Likert-scale question analysis of H5P features.  
The regression results are depicted in Table 2 for Moodle (pre-survey). The regression analysis helps to determine the elements that influence students' acceptance of technology as a learning tool. The construct PPE and IQ are significant predictors of PU and PEU. At the same time, it does not support the prediction of PU and PEU when the quality of the material (SQ) and self-efficacy (SE) of the students are concerned. The PEU is not associated with PU, and thus it does not enhance the use of Moodle in learning. PEU and PU are significant predictors for building a positive attitude (ATU) while using technology. The student's attitude positively impacts the intention to use (IU) the tool, and they accept the use of Moodle and are satisfied (US) with using the tool for learning.  
Table 3 explains the regression analysis results of H5P technology in learning (post-survey). The PPE has a positive impact on PU and PEU. The quality of the content (IQ) (to PEU) and SQ are not supported and must be improved to obtain more student attention. Similarly, the SE is also not supported. The PEU is associated with PU, thus enhancing the use of H5P in learning. PU is a significant predictor for building a positive attitude (ATU), while PEU does not support the ATU's use of technology. The students' attitude positively impacts IU, and they accept the use of the H5P and are satisfied (US) with using the tool for learning.