## 5 Conclusions and Future Works
### Limitations and Future Works  
The courses were delivered only to educators at Spanish universities. The authors would like to indicate that emails from users from other countries have been received with inquiries about the application. However, they are not part of this study, as they did not complete the survey. During workshops on the application at international conferences, the survey was made available, but fewer than five participants responded, which is why their data have not been included in this research.  
It was found out that the effectiveness of FTP might have varied depending on the timing and quality of the training received. The study notes that some instructors who rated FTP less favourably attended earlier training sessions when the application had unresolved issues. Variability in training quality and the evolution of the FTP application could influence educators' experiences and perceptions. The study provides a snapshot of the immediate effects of FTP on Moodle assessment practices. It does not address the long-term sustainability of these changes or whether the observed improvements in question types and multimedia integration will persist over time. These limitations suggest areas for future research and highlight the need for a more comprehensive understanding of how technological tools like FTP influence educational practices across different contexts and over more extended periods.  
As future research work, it could be interesting to dive into the application of artificial intelligence (AI) in engineering courses, as stated in [31; 32]. In the context of FTP, with the development of AI, specifically ChatGPT, future work will analyse how AI influences question generation. It could also be interesting to explore whether ChatGPT can replace FTP. It has also been checked that both images and Cloze questions can be very handy for non-STEM disciplines. Therefore, future training courses will include more examples of Cloze questions for these disciplines, incorporating images (\"a picture is worth a thousand words\").  
M.H.-G.-M.: Conceptualisation, Methodology, Validation, Investigation, Data curation, Writing--original draft preparation, Funding acquisition. M.-V.R.-G.-C.: Writing--review and editing, Visualisation, Funding acquisition. All authors have read and agreed to the published version of the manuscript.  
This work was supported by the University of Cadiz through the N\({}^{\text{w}}\) sol-202400284682-tra teaching innovation project entitled \"Development of automated problems for student training and evaluation in mechanics of continuous media and theory of structures\"--[Desarrollo de problemas automatizados para la practica y la evaluacion del alumnado en asignaturas del area de Mecanica de Medios Continuos y Teoria de Estructuras] and through the sol-202000162327-tra teaching innovation project entitled \"Preparation of large banks of questions/problems, as a complement to digital teaching\" [Elaboracion de grandes bancos de preguntas/problemas, como complemento a la docencia digital].  
Not applicable.  
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study.  
The original contributions presented in the study are included in the article, further inquiries can be directed to the corresponding author.  
The authors declare no conflict of interest.