## 4 Results and Discussion
### Expert Judgments Results  
Table 3 summarizes expert opinions on the usefulness and clarity of various guidelines to integrate learning analytics (LA) into multimedia experiences. Usefulness is defined as  
Figure 9: Distribution of emotions.  
how well a guideline helps to achieve its goal, while clarity measures the ease of understanding and implementation. The data analytics dashboard (LAD) guidelines received positive feedback, with scores between 67% and 75%, indicating room for improvement. The student-focused guidelines (LAS) scored higher, particularly regarding clarity, suggesting they align well with student needs. Teacher-related guidelines (LAT) had similar perceptions, with scores between 69.63% and 73.33%. Learning activities guidelines (LAA) showed variability but were generally positive, reflecting trends seen in other groups. Guidelines for student progress tracking (LAP) received favorable feedback, aligning with general averages. Overall, the average scores for all the guidelines were 71.78% for usefulness and 71.72% for clarity, indicating a generally positive reception while highlighting areas for potential enhancement.  
\begin{table}
\begin{tabular}{c c c} \hline \hline
**Guidelines** & \multicolumn{2}{c}{**Perception Indicator (\%)**} \\ \hline  & **Usefulness** & **Clarity** \\ \hline Data Analytics Dashboard Guidelines & & \\ LAD1 & 71.85 & 70.37 \\ LAD2 & 70.37 & 68.15 \\ LAD3 & 74.07 & 74.84 \\ LAD4 & 71.11 & 69.63 \\ LAD5 & 72.59 & 73.33 \\ LAD6 & 69.63 & 69.63 \\ LAD7 & 71.11 & 67.41 \\ Guidelines related to students & & \\ LAS1 & 74.07 & 75.56 \\ LAS2 & 72.59 & 71.85 \\ LAS3 & 74.07 & 74.07 \\ LAS4 & 72.59 & 71.85 \\ LAS5 & 71.11 & 71.85 \\ LAS6 & 72.59 & 73.33 \\ LAS7 & 69.63 & 68.89 \\ Guidelines related to the teacher & & \\ LAT1 & 69.63 & 73.33 \\ LAT2 & 71.11 & 70.37 \\ LAT3 & 71.85 & 71.11 \\ Guidelines related to learning activities & & \\ LAA1 & 71.11 & 66.67 \\ LAA2 & 73.33 & 71.85 \\ LAA3 & 74.81 & 73.33 \\ LAA4 & 74.07 & 71.85 \\ LAA5 & 71.85 & 74.81 \\ LAA6 & 73.33 & 72.59 \\ LAA7 & 70.37 & 74.07 \\ LAA8 & 74.07 & 73.33 \\ LAA9 & 67.41 & 69.63 \\ LAA10 & 71.85 & 72.59 \\ LAA11 & 71.85 & 71.85 \\ LAA12 & 70.37 & 71.85 \\ LAA13 & 68.89 & 70.37 \\ LAA14 & 73.33 & 70.37 \\ LAA15 & 71.85 & 69.63 \\ Guidelines related to student progress & & \\ LAP1 & 72.59 & 74.07 \\ LAP2 & 68.15 & 71.11 \\ LAP3 & 71.85 & 72.59 \\ LAP4 & 73.33 & 74.07 \\ General average & 71.78 & 71.72 \\ \hline \hline \end{tabular}
\end{table}
Table 3: Experts’ perceptions of the guidelines.  
Table 4 below compares the results for each group of guidelines (usefulness and clarity) for the perception indicators. The results of a nonparametric Mann-Whitney test for the LAD, LAS, LAT, LAA, and LAP categories, with W statistics of 33.5, 25, 3.5, 120.5, and 4.5, respectively, and corresponding \(p\)-values of 0.27, 1.00, 0.83, 0.75, and 0.38, indicate no statistically significant differences in the perceptions of clarity and usefulness between the groups under comparison. The \(p\)-values are above the conventional threshold for significance in all categories but provide insufficient evidence to reject the null hypothesis, which posits that the guidelines' perceptions of clarity and usefulness are equivalent across the various groups tested. This consistent pattern suggests that, irrespective of the guideline category, no statistically discernible difference exists in how they are evaluated concerning their clarity and usefulness, indicating a balanced perception of these attributes across the different educational guidelines analyzed here.