## 5 Survey Results, Analysis and Discussion
\begin{table}
\begin{tabular}{c} \hline \hline
**Usability and User-Friendliness** \\ \hline The sizes of the Java panels are now adapted to the specific screen resolution. \\ \hline In the graphic mode, vertices can now be repositioned by dragging with the mouse. \\ \hline Each option is now completed by selecting any other menu option (except for algorithm view options) or by right-clicking. \\ \hline In the graphic mode, when a new graph is created or an existing graph is modified (vertex insertion or deletion, edge or arc insertion or deletion, vertex renaming, or weight modification), the canvas background changes to a lighter colour so that users can easily see that they are modifying or creating a graph. \\ \hline In the graphic mode, an option has been added to the _Graph_ menu that centres the current graph on the canvas. \\ \hline In both the text and graphic modes, a toolbar with the most important options for each mode has been added. \\ This allows the users to access these options quickly without the need to navigate through the menu. A \\ specific icon has been designed for each option on this toolbar. \\ \hline In the graphic mode, the current graph can be zoomed in (to the maximum allowed by the canvas) or zoomed \\ out (to a minimum of 25\%) using the mouse wheel. \\ \hline \hline \end{tabular}
\begin{tabular}{c} \hline \hline
**Content** \\ \hline Two file formats (native and GraphML format) can be used to open or save graphs. \\ \hline An options item has been added to the main menu that includes the language selection, the Java LaF, the file format for graphs and a check box to set the visibility of the toolbar. \\ \hline For both the shortest path algorithm for acyclic graphs and the PERT algorithm, the explicit development of the Bellman equations is now displayed step by step, highlighting the value at which the minimum or maximum is reached, respectively, which is then used to identify the paths. \\ \hline In the PERT algorithm, the maximum delay that can take place in completing a non-critical activity without affecting the project end date is now calculated. \\ \hline For both the Dijkstra and Prim algorithms, the explicit development of each algorithm is also displayed step by step, mirroring the natural progression of the calculation process. \\ \hline \hline \end{tabular}
\end{table} 
Table 15: Changes to the latest version of MaGraDa, as suggested by students. algorithms. In the laboratory classes, some students reported difficulties in understanding certain algorithms and expressed a desire for the tool to apply all the algorithms step by step, similarly to the process of calculating them manually. To facilitate a better understanding of the software for all users, improvements were made to the documentation of some algorithms, and their outputs were explained in a more detailed way (see Table 15). In the current version, MaGraDa includes a feature that allows users to execute all algorithms step by step, corresponding to the theoretical explanations given in lectures. Figure 17 displays the satisfaction of students with the didactic level of MaGraDa, including both its usefulness for learning graphs and the expected impact on their academic performance. The majority of students (78.4%) preferred to use this educational software to learn how to solve graph problems rather than the conventional method, while 13.8% had no particular preference, and only 7.8% preferred to do the exercises without computer assistance. In fact, a high percentage of students considered that MaGraDa facilitated self-learning (82.8%) and the understanding of graph concepts (74.1%), and helped to identify, diagnose and correct possible errors in the exercises (76.7%).