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(Michels and Joosten, 2013), which uses analytics
from RAP based on 52 students who have used RAP
in the period between April 2010 and May 2011. This
publication reports on six hypotheses based on those
analytics in order to explore the possibilities to study
student behaviour with RAP. From the above obser-
vations we conclude that:
• RAP has been generated with Ampersand;
• RAP is sufficiently practical for teaching and re-
search.
For further research we have planned to identify di-
dactical requirements for the exercise tool for stu-
dents. Current analytics in RAP will be taken into
account. The objective is to upgrade the ’sufficiently
practical exercise tool’ to a ’teaching exercise guide
for students’.
Has the application of Ampersand brought us
closer to understand how to teach Ampersand to mas-
ter students of computer science and business man-
agement? With the development environment of RAP
we created, we are ready to adopt RAP to new didacti-
cal insights and produce unambiguous analytics. Our
first study has produced preliminary results on how to
teach Ampersand. Thus, our research has progressed
due to the application of Ampersand because:
• with Ampersand we have created a responsive and
controlable environment for research;
• with Ampersand we could produce unambiguous
analytics to show that meaningful research with
RAP is feasible (Michels and Joosten, 2013).
The next step in research is to define didactical stud-
ies on how to teach Ampersand, which are based on
analytics in RAP.
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