## 4 Results and Discussion
### Discussion  
The guidelines' application has demonstrated a contribution to teachers' assessment of student learning in the context of basic education, specifically at the La Fontaine school, which was considered a case study. This suggests that the implementation of LA-based strategies in the design of IMEs can provide a more complete and accurate understanding of student progress.  
Based on state-of-the-art validation and review activities, it is estimated that continuous evaluation involving LA is essential to improve the quality and effectiveness of IMEs in basic education. This supports the notion that constant feedback is necessary for teachers to adjust and enhance pedagogical practices. This finding is evident from the case study with Coco Shapes since, based on the results presented via the dashboard, the teachers were able to adjust their teaching strategy and consider changes in the activities conducted in the classroom and the didactic resource materials that complemented them for teaching colors, shapes, and counting.  
A comprehensive evaluation of the proposed guidelines indicated favorable perceptions among experts regarding usefulness and clarity. Although room for improvement was identified, particularly for guidelines with percentages below the 70% threshold, the timely intervention of the team regarding refining the wording and expanding the information proved to be an effective step toward optimizing these resources. The absence of statistically significant differences in the perceptions of usefulness and clarity between the groups of guidelines indicates consistency in evaluating the guidelines across various categories. This suggests that the guidelines are well-founded and relevant to the needs of their users, representing a solid basis for their implementation and future adaptation in educational contexts.  
From an emotional perspective, we observed the predominance of positive emotions and anticipation in the responses of the interested parties, which reflected a general optimism and favorable expectations regarding the use of the IME. A variety of other emotions were also expressed, although to a lesser extent, suggesting that, although positive reactions predominated, there are also nuances in the learning experience that may include challenges and concerns on the part of users.  
Together, the quantitative and qualitative data obtained through the validation of the guidelines provided a comprehensive vision that favored a positive interpretation of the impact of their application in the design of IMEs. However, the results also highlight the  
\begin{table}
\begin{tabular}{c c c} \hline \hline
**Guidelines** & **Test Statistic (W)** & \(p\)**-Value** \\ \hline LAD & 33.5 & 0.27 \\ LAS & 25 & 1.00 \\ LAT & 3.5 & 0.83 \\ LAA & 120.5 & 0.75 \\ LAP & 4.5 & 0.38 \\ \hline \hline \end{tabular}
\end{table}
Table 4: Comparison of perceptions for each guideline group in regard to usefulness and clarity.  
importance of considering and addressing the full range of user emotions and reactions to improve the effectiveness and reception of digital learning tools. This holistic understanding is vital for developers and educators who seek to create and optimize educational resources that are effective and emotionally resonant with their users.  
It is important to note that the validation process using the functional prototype of Coco Shapes was conducted with a small population from the La Fontaine School. However, the project scope presents opportunities to extend validations to other populations in similar contexts.