## 4 Results and Discussion  
### Case Study Results  
#### 4.1.1 Application of Guidelines to Coco Shapes  
Using the first version of Coco Shapes, the researchers interviewed school teachers to identify relevant data related to the evaluation of student learning. After analyzing the information collected, opportunities for improvement were identified related to the usability of the IME, so that it provides a more fluid experience to the user, and includes LA elements so that teachers can monitor the student's learning process. Based on the opportunities for improvement related to the inclusion of LA, a set of 26 guidelines was selected to develop the second version of Coco Shapes. Guidelines for implementing the data analytics dashboard, including LAD1, LAD2, LAD3, LAD5, and LAD7, were considered, as described below. For LAD1, the Coco Shapes web-application dashboard allows filtering by grade, subject, and student, as shown in Figure 4. In this way, teachers can configure the data they want to view according to their needs and focus on the relevant data from large sets of information. For LAD2, the dashboard offers teachers different types of graphs (such as pie, bar, point, and line graphs) for viewing the distribution of data by student or course and allowing them to see students at a certain level or student performance. In graphs that include time, the X-axis represents this variable to facilitate the interpretation of the information. For LAD3, the dashboard graphs (see Figure 2) use distinctive colors for each variable so that teachers can quickly identify different sets of data or variables in a graph. Feedback from the teachers confirmed that the graphs were clear and differentiated and that they sped up the interpretation of the information. Figure 4: Filters for configuring the level of detail for the data. For LAD5, the student performance indicators that are based on the number of successes and failures are represented by lines over time (see Figure 5), and a percentage representing the student's progress and the course average is presented for the period of system use. With this information, teachers can monitor the student's performance and compare it with the course average, thus identifying opportunities for improvement in their teaching strategy for students with low performance over time. For LAD7, Figure 6 displays the student distribution by level (\"Very High\", \"High\", \"Basic\", \"Low\"), with selectable user options for data viewing. The institution's stakeholders define the levels according to its teaching strategy. Aligning with LAD2, time is on the X-axis. Hovering over a point reveals student details, including name, app usage time, and performance percentage for that level. For guidelines related to the student, we considered LAS1, LAS2, LAS4, and LAS6, as described below. Figure 5: Student performance. Figure 6: Selection of certain values of a variable. For LAS1, the multimedia experience records the student's name and grade. In the web application, the school director can enter the information manually or upload an Excel file that includes the data for all the students in a course. For LAS2, the web application included effective information-security practices, such as user sessions and profile management, password encryption, data protection with built-in defaults for access, and end-to-end encryption to guarantee the privacy, integrity, and confidentiality of the user data. For LAS4, Coco Shapes features amusement park scenarios, mirroring the school's surroundings and student preferences. Developed collaboratively, the digital content includes [PERSON], a spectalced bear, reflecting the Colombian context where spectacled bears inhabit. [PERSON] navigates the park, playing games like catching geometric shapes, soccer, toppling specific figures, or color-mixing to create secondary hues. For LAS6, Coco Shapes includes three scenarios that correspond to the student's interests and context. The first scenario involves a roller coaster for counting activities.