Implementation and Utilisation of the Didactic AlgoPoint Application to

Facilitate Teacher-Student Group Collaboration

Marcin Stefanowicz and Anna Sasak-Oko´n

Maria Curie-Skłodowska University, Pl. M. Curie-Skłodowskiej 5, 20-031 Lublin, Poland

Keywords:

Teacher-Student Collaboration, Flowcharts, AlgoPoint, Authoring Didactic Tool, Visual Programming,

Block-Based Programming.

Abstract:

The paper presents the implementation and evaluation of a teacher-student collaborative module for the Al-

goPoint educational application. The module helps teachers manage students, create groups, and develop

assessment tools based on local networks. Various approaches to teaching programming and algorithms are

explored, emphasizing computational thinking and teacher-student collaboration. The core components of the

module are presented, including database structure, user and group management, and test sections. In addi-

tion, the results of a classroom study are analyzed, conﬁrming the positive reception of the application by the

school community.

1 INTRODUCTION

Before becoming a skilled p rogram mer, it is essen-

tial to understand the core principles of computa-

tional thinking (CT). This foundation is typically built

during early education, p a rticularly in primary and

secondary schools (Hender son et al., 2007; Yadav

et al., 2011). Problem-solving, often seen as a key

element of programming education, can be fostered

through the use of effective tools and teaching meth-

ods, which are essential to develop strong CT skills

(Romeo et al., 201 7). Visual tools c an offer signiﬁ-

cant sup port in the learning process. In recent years,

educational games that teach programming through

play have gained popularity, with options available to

both yo unger a nd older students (Rugelj and Lapina,

2019). Another aid in lea rning programming is the

use of ﬂowcharts. These visual diagrams provide a

clear representatio n of the program elements and th eir

relationships, helping students grasp the logic behind

algorithm s without getting overwhelmed by syntax or

semantics. Flowcharts guide learners in organizing

algorithm s logically, ensu ring that they ca n be effec-

tively translated into functional progr ams (Weintrop,

2021; Kraleva et al., 2019).

Student-teacher cooperation and group work play

a crucial role in effective programming education.

When students work together, especially under the

https://orcid.org/0000-0002-4593-120X

guidanc e of a teacher, they beneﬁt from sh ared knowl-

edge and different perspectives, which improves un-

derstandin g of complex topics and encourages a

deeper engagemen t with programming tasks. In

a classroom environment, cooperative lea rning has

shown a p ositive impact on acad emic performance, as

students who work in groups tend to outperform those

who learn individually. Platforms that allow c ollabo-

rative coding and peer review can enhance the learn-

ing experience by pr oviding real-time feedback and

enabling group members to tackle challenges together

(

Ozt¨urk, 2023; Tsay-Voge l and Brady, 2010).

AlgoPoint (Stefanowicz and Sasak-O ko´n, 2023)

is an application designed to assist high scho ol stu-

dents who ﬁnd it difﬁcult to grasp the fundamentals

of programming and algorithms. It serves as a valu-

able resour ce for self-direc te d learning of intro duc-

tory programming or a s an instructional aid for com-

puter science teachers. The application boasts a ra nge

of features, includin g an intuitive Flowchart Editor

and tools for constructing algorithms using customiz-

able blocks and connectors. These algorithms can be

thoroughly analyzed and tested through a built-in con-

sole with the option to convert them to source code.

This paper presents the implementation of a new

collaborative teacher-student module for AlgoPoint.

It allows teachers to manage individual students’

work, group them for collabora tive tasks, and cr eate

tests based on ﬂowchart projects within a local net-

work. This tool aims to e nhance both individualized

538

Stefanowicz, M. and Sasak-Oko

n, A.

Implementation and Utilisation of the Didactic AlgoPoint Application to Facilitate Teacher-Student Group Collaboration.

DOI: 10.5220/0013365200003932

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 1, pages 538-546

ISBN: 978-989-758-746-7; ISSN: 2184-5026

instruction and group learning, offering teachers more

control over their students’ progress and assessment

in algorithmic pro blem-solving.

The paper text that follows contain s 5 Sections.

Section 2 discusses related work . Section 3 brieﬂy

presents basic functionalities implemented in Algo-

Point. Section 4 describes the newly implemented

teacher-student group collabo ration module. Sec-

tion 5 details the ﬁndings from re search conducted

in a real-world high school setting, demonstra ting the

practical utility of the application. Section 6 pr ovides

the ﬁnal conclusions and reﬂections on the study.

2 RELATED WORK

Although numerous textual and visual programming

languag es are used in computer science education

today, none of them facilitate teac her-supervised

group collaboration combined with block -based code

building. Starting from simpliﬁcations of existing

programming languages such as MiniScript (Strout,

2021), Coral (Edg c omb et al., 2019), o r SIMPLE

(Rababaah, 2020) through games that support learn-

ing pro grammin g, such as Tuk Tuk (Koracharkorn-

radt, 2017) or AstroCode (Bione et al., 2017).

A separate group consists of didactical tools that

follow th e block-based approach . Here, one of the

most well-known tools is Scratch (Meerbaum-Salant

et al., 2010). It allows users to develop simple

games and inter active progra ms, speciﬁcally tailored

for young users to learn through creating their own

games and animations. It forms a coding commu-

nity for children that encourages collaboration, but

without direct teacher supervision. Similar sulutions

are, for example, A lice , App Inventor or SmartBuilder

(Kaya and Yildiz, 2019; Werner et al., 2012).

A block-ba sed code-building approach is also ef-

fective in teaching programming to older beginners.

Among such applications, Flowgorithm is worth men-

tioning. The code blocks have distinct shapes for spe-

ciﬁc functions and are connected by lines with arrows,

rather than being stacked like puzzle pieces. The no-

tation for operators in the expressions is mixed, me an-

ing that a single operation may be performed using

multiple operator s, which could be confusing. How-

ever, Flowgo rithm offers the advantage of allowing

users to preview the source code gener a te d in vari-

ous programming language s (Cook et al., 2015). Two

other applications offering similar features a re Raptor

and Visual Logic (Ko uroum a , 2016).

The applications discussed above are primarily

designed for self-directed learning, with the teacher’s

role being more about specifying the problem rather

than ma naging the solution. More ad vanced teacher

features, but without the block-b a sed approach are of-

fered by Tynker. It is an online platform designed to

teach programming and coding to children. It offers a

variety of tools and resources to help youn g learners

understand the fundamentals of programming through

interactive lessons, games, and activities. Teachers

can deﬁne a variety of pro grammin g tasks icluding

collaborative projects where students work together to

build a larger program or game (Elsawah and Thabet,

2023). Similar functionalities offers CodeCombat -

an interactive platform that teaches coding through

an engagig game environment. Teachers can set up

classes a nd assign speciﬁc levels or lessons to their

students and monitor their progress with a teacher

dashboard (Choi et al., 2024).

More advanced students focused o n text-

programming can beneﬁt from applications like

CrossCode (Mazumdar et al., 2024) or Blockly

(Valsamakis et al. , 2020). They offer a collabora-

tive workspace where users can sha re projects and

contribute to the development process together. The

collaborative setup is good for educational environ-

ments, as teachers can act as the project masters,

guiding students through various coding tasks.

Based on our knowledge, AlgoPoint distinguish es

itself with several key features, including a high de-

gree of customization for ﬂowchart elemen ts, a de-

tailed Functions and Data Editor, the ability to adjust

various algorithm execution parameters, and a mod-

ern, user-friendly interface. A new module developed

to facilitate teacher-student collaboration signiﬁcantly

enhances the educ a tional value of the application.

This module, like most of the analyzed gro up collab-

oration systems, includes user management function-

ality. However, its key d istinguishing feature is the

ability to create tests based on ﬂowcharts. This can

signiﬁcantly help stude nts understand new pro gram-

ming concepts and serve as a valuable tool fo r teach-

ers to assess students’ existing knowledge.

3 ALGOPOINT APPLICATION

The teacher-student group collaboration module for

AlgoPoint (Stefanowicz and Sasak-Oko´n , 2023), as

well as the original release of the application it-

self, has been implemen te d in the free cross-p latform

Lazarus integrated d evelopment environment 2.2.4

based on the Free Pascal 3.2.2 compiler, whic h pro-

vides improved performa nce and stability (Dietrich

et al., 2024). In addition, the Lightweight Networking

Library (lNet) package proved to be indispensable. It

is a collection of classes and compon ents that facili-

Implementation and Utilisation of the Didactic AlgoPoint Application to Facilitate Teacher-Student Group Collaboration

539

tate the operation of networks mainly u sing TCP and

UDP protocols based on an event mechanism. More-

over, a self-developed version of a graph database h as

been implemented. The database is saved as a binary

ﬁle in th e application da ta folder, ensuring the efﬁ-

ciency an d compactness of the data sto rage.

3.1 AlgoPoint User Interface

The main graphical interface of the application con-

sists of four signiﬁcant are as: a Ribbon- type toolbar

having the option to search for actions and blocks

(top), a navigation list of function diagra ms (left),

an embedded console (bottom), a preview of variable

values (r ight), and a block and connection edito r in the

central part of the window (Fig. 1). The program also

has a complex File menu, a window f or changing its

basic settings, a preview of the generated source code

in six progra mming lan guages (Free Pascal, C++, C#,

Java, JavaScript, Python), and a module for checking

the execution of the designe d algorithm.

Figure 1: Main application window.

3.2 The Flowchart Editing Component

The Flowchart Editor centrally located in the main

window of AlgoPoint is the core of the application.

It enable s seamless creation a nd analysis of designs.

The blocks and connections it contains can be for-

matted using options available on the Design page of

the Ribbon (for instance: font name, ﬁll color, border

width, inbuilt styles). The design function diagram

is based on a start-stop block, extended with other

shapes representing speciﬁc actions (e.g. , data entry,

calling a subroutine). Elements can be inserted using

commands from the Ribbon. When the one hovers

over the connection and clicks the gray plu s symbol,

the selected block type is added in the designated a rea

and is ready for further editing.

The content of blocks in the editor varies and de-

pends on their type. The user can modify the contents

and properties of a block in the Projec t Managemen t

window. For example, in the case of an operations

block, one can enter instructions in the so urce code

editor with integrated syntax highlighting. In addi-

tion, this ed itor offers code hinting and auto-complete

functions, displaying in a pop- up window a list of

available fun ctions, constants and variables for the

currently open subroutine ﬂowchart.

3.3 Algorithm Testing

It is worth noting, the application in question offers

controls for the testing process (Run/Resume, Pause,

and Stop), which allows users to adjust the duration

of each step (in seconds) and enable a step-by-step

mode. In step-by-step mode, the preview halts after

each iteration , facilitating granular analysis. When

testing com mences, the active block’s outline is em-

phasized throug h thickening and co lor inversion for

enhanced visibility. To prevent inadverte nt c hanges,

most commands are deactivated during testing. The

testing process can be manua lly terminated or au-

tomatically stopped when irregularities are detected,

such as syntax errors within the operation blocks.

4 TEACHER-STUDENT GROUP

COLLABORATION MODULE

In the former version of the app lication, the user

interface directly presented the main program win-

dow upon startup. The newly implemented Teacher-

Student Group Collaboration module modiﬁes this

scheme, in itially displaying the Welcome Screen.

This window consists of two tabs: Individual Mod e

and Cooperation. The ﬁrst allows the user to create a

new blank project or open an existing one, previously

saved and loaded into the application from disk. The

second tab, on the other hand, contains a typical lo-

gin form. In order for the students to join a test ses-

sion, they have to check the Connect on Local Net-

work checkbox a nd enter a valid port and IP address

for the teacher’s compu te r.

4.1 Command Palette

The Command Palette is a new helpful solution tha t

signiﬁcantly improves user interactio n with Algo-

Point. It provides the ability to ﬁnd the necessary in-

formation immediately and perform desired actions in

a centrally located place, which can translate into time

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540

Figure 2: Command palette during the search of blocks by

their contents.

savings and increased work efﬁciency. The Palette

is available for any type of user account, both from

the keyboard an d from the GUI (after clicking the

Search ﬁeld located unde r the Ribbon). Moreover,

the elements displayed in the list of search results

are prope rly formatted, thus ensuring their readabil-

ity an d clarity. It provides a robust search and execu-

tion capability, surpassing standard menu options. Its

features encompass:

• Name-Based Search - users can directly input ac-

tion names into the comm and ﬁeld for compre-

hensive searches across all menu types.

• Content-Based Block Search - by preﬁxing

search terms with ’@’, users can locate blocks

within the project based on their contents, es-

pecially convenient for navigating intricate block

structures (Fig. 2).

• Real-Time Expression Evaluation - expressions

preceded by an ’=’ are instantly evaluated and dis-

played, providing a convenient alternative to ded-

icated dialog boxes.

• Command Listing - a question mar k in the sear ch

ﬁeld yields a list of all executable command s.

Search results can be reﬁned using m odiﬁers (e.g.,

’@#(ex)+’). The default sear c h employs approxi-

mate string matching, prioritizing exact matches be-

fore considering substrings. To enforce exact match-

ing, preﬁx the search term with the exclamation mark.

Regular expressions, preceded by ’#’, can also be

used. It ought to be n oted that only one modiﬁer can

be applied per search.

4.2 Teacher Application View

Once the users have successfully logg ed into a teacher

(or administrator) account, they are redirected to the

application’s main interface. This window consists

of a number of tools that allow both the creation of

standard ﬂowchart projects and collab oration at the

teacher-student level. Its key element is the new Col-

laboration special tab on the Ribbon (Fig. 3). It con-

tains a number of appropriately groupe d actions, such

as managing users, groups, test sections, block con-

straints in the algorithm ﬂowchart or test creation.

4.2.1 List of Users

The con trol center for all users who are registered on

a given teac her’s computer workstation is the User

Manageme nt window (Fig. 4). This window is di-

vided into two functional areas. The ﬁrst is the Rib-

bon located at the top of the window. I t contains

buttons for performing basic operations on user ac-

counts, i.e. creating, deleting, modifying and im-

porting them from a CSV ﬁle. Furthermore, the re is

an option to fo rce synchronization of information be-

tween the application and the database ﬁle (by default

it always takes place after the window is closed). Th e

remaining part of the window is occupied by a list

of users, presenting detailed informa tion about them.

This view g roups them into columns (account name,

ﬁrst name, last name, role, custom time) and displays

them as a vertically scrolling list. To perf orm a given

action on a user, one has to right-click on the row pre-

senting their data.

4.2.2 List of Groups

Another auxiliary window in the teacher-student

group collaboration module is the user group man-

ager. The interface of this window c onsists of th ree

main sections. The top section is the Ribbon, analo-

gous to the user management window. It conta ins op-

tions for adding, d e le ting and modifying group data,

as well as synchronizing with the database. On the

left side, below the Ribb on, is a list of gro up names

arrange d chronologica lly by the date of their creation.

The re st of the window is occupied by a detailed list

of users (with User Name, First Name and Last Name

columns). It lists only stud ent a c counts, since only

they can join an active test conducted on the local net-

work. Multiple selections are allowed for each gro up,

so that many students can belong to multiple groups.

4.2.3 Test Sections

The f unctionality of ﬂowcharts in th e new applica-

tion version has be en extended to include test sec-

tions, supplementin g standard control and informa-

tion blocks. Test sections can be placed exclusively

on the main branch of the start-stop block, which

Implementation and Utilisation of the Didactic AlgoPoint Application to Facilitate Teacher-Student Group Collaboration

541

Figure 3: Commands available on the Collaboration t ab.

Figure 4: Part of the user management window.

governs the overall algorithm execution and task se-

quence. Managemen t is facilitated through dedicated

actions in the Sections group on the Collaboration rib-

bon tab. These actions include selection, addition, re-

moval, and v isibility toggling of test sections. Ini-

tially, test sections are h idden for all user accounts

to prevent unauthorized modiﬁcations and safeguard

ﬂowchart integrity.

Like other block types, test sections can be mod-

iﬁed by double-clicking or using the context men u’s

Edit Content option. This opens a dialog with ﬁelds

for editing the section’s properties. A text ﬁeld al-

lows for naming the section, which is displayed in the

test creator fo r easy identiﬁcation. Below, a syntax-

highlighted code editor provides the same capabili-

ties as the operation block editor, enabling the im-

plementation of optional initialization instructions for

assigned studen ts. These instructions can include

variable deﬁnitions, default values, and global co n-

stant initialization. The table comp onent in the lower

part represents and edits the test’s positive completion

conditions. It consists of three columns: Cond ition

(for enter ing the condition’s source code) , Required

(to indicate if the condition is necessary for test com-

pletion), and Points (to specify the points awarded for

fulﬁlling the c ondition). Buttons above the table al-

low for add ing a nd removing rows.

4.2.4 Restrictions of Blocks

The ﬂowchart functionality within the teacher-student

collaboration module has been enhanced with access

control mechanisms for individual blocks. Th ese con-

trols are accessed via dedicated action s in the Restric-

tions group on the Collaboration ribbon tab. Teachers

can use these controls to block (and unblock):

• Block Deletion - when activated, th e block can-

not be deleted. Users can still modify its con-

tent and appearance but cannot remove it from

the ﬂowchart. This protects critical ﬂowchart el-

ements from accidental or intentional removal by

students.

• Content and Appearance Changes - this pre-

vents u sers from mo difying the block’s content

and appearance. The block becomes locked, and

its contents remain unchanged. This provides ad-

ditional protection and prevents unwanted modiﬁ-

cations.

• All Blocks - except fo r the start-stop block and

test sections, all blocks in the ﬂowchart are

locked. This feature c a n be used to completely

prevent students from making changes to speciﬁc

parts of the ﬂowchart.

4.2.5 Test Creation Wizard

The test creator constitutes a pivotal compone nt of

the collaborative module , facilitating the intuitive and

structured design and creation of student assessments

by educators. Access to the creator is granted via the

New Test button situated within the Collaboration tab

of the ribbon. As depicted in Fig. 5, the test wizard

interface is partitioned into three primary sections.

Figure 5: Test Wizard at the stage of blocking selected ac-

tions for st udents.

Positioned on the left-hand side, stepwise progress

bar visualizes the stages of th e test creation process.

Each stage is denoted by a number and a descr iptive

label, providing indications of the curre nt workﬂow

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542

Figure 6: The main window of the application after the stu-

dent joins the test.

phase. Navigational buttons, Back and Next, are sit-

uated in the lower region (right-hand side), allowing

for sequential pro gression through the creation stages.

The workspa ce, occupying the majority of the inter-

face, presents options speciﬁc to the cu rrent creation

phase. This area serves as the platform f or data input,

decision-making, and conﬁgura tion of test parame-

ters according to the educator’s speciﬁcations. Such

a covered process for conducting a test can be per-

formed using a simple ﬂowchart as a n example. Fig.

7 presents a diagram built for calculating the value of

the nth term of Fibonacci sequence. It would need to

be further reworked, adding test sections a nd specify-

ing the appropriate scoring parame ters (Fig. 8).

4.3 Student’s Application Perspective

As previously outlined, most of the tools within the

collaborative module are exclusively accessible to

teachers. However, certain changes have been im-

plemented from the student’s perspective, particularly

during active local network test sessions. The student

interface diverges signiﬁcantly from the standard Al-

goPoint view (Fig. 6). No ta bly, the main File m enu,

typically located in the upper left corner of the rib-

bon, is absent. This restriction prevents students from

performing unintended actions, such as cr eating new

projects during assessments. Additionally, the Col-

laboration tab has been modiﬁed, fe aturing a blue

color scheme and limited function a lities.

Students are restricted to synchronizing their

project status or ending the test by logging out. The

quick access to olbar beneath the ribbon displays add i-

tional inform a tion. A notiﬁcation on the left side indi-

cates the test’s en d time for the individual stud e nt and

the remaining time until completion . During active

test sessions, the ﬂowchart is automatically conﬁg-

ured according to the test section previously selected

by the teacher in the creator.

Figure 7: A sample diagram that can be transformed into an

interactive test.

5 LIVE MODULE TESTS

5.1 Preparation and Realization of

Surveys

To evalu a te the fu nctionality and usability of the

newly developed teacher-student collaborative mod-

ule for the AlgoPoint application, a research sur-

vey was adm inistered following the implementation

phase. We tested the updated software in two phases

in Polish schools: June 5, 2024, at the Bolesław Prus

High School in Siedlce a nd June 1 4, 2024, at the

Techni Schools Non-public Programming Technical

School in Lublin. Approximately 100 participants (a

detailed breakdown is provided in Fig. 9) participated

in the study. Initially, teachers were introduced to the

software prior to class sessions to familiarize them-

selves with the new features and create block diagram

algorithm s for subsequent testing. Teachers designed

Implementation and Utilisation of the Didactic AlgoPoint Application to Facilitate Teacher-Student Group Collaboration

543

Figure 8: The previous diagram that has been transformed

into a test.

block diagrams for task s such as ﬁnding the minimum

and maximum values in an array, reversing text, bub-

ble sort, and calculating the greatest common divisor.

Subsequently, stu dents were introduced to the app li-

cation at the beginning of their classes and tasked with

implementing speciﬁc algorithm segments as deﬁne d

by their tea c hers. After a designated period, responses

were collected and discussed collectively. Finally, all

participants (both teachers and students) completed

a survey to g ather feedback on the m odule in ques-

tion. This compre hensive online survey was adminis-

tered utilizing Google Forms. It employed a variety

of question formats, including scales (1-6), multiple-

choice, and open-ended respon ses, to gather detailed

feedback from both teachers and students.

5.2 The Results of Surveys Conducted

Among Teachers and Students

Following our 2022 b aseline study, a subsequent sur-

vey was conducted to evaluate the p erceived utility of

the revised te a cher-student collaborative module. The

Figure 9: Breakdown of students and teachers by school

type.

results of this iterative study revealed a high degree

of satisfaction a mong respondents, with 87% report-

ing a positive assessment of the modu le’s usefulness.

This positive reception under scores the module’s po-

tential to enhance collaborative learning experiences.

However, it is noteworthy th a t a signiﬁcant minority

(12%) of particip ants indicated a lack of sufﬁcient ex-

perience to provide a comprehensive evaluation, po-

tentially d ue to factors such as limited usage or con-

textual constraints. A negligible portion of respon-

dents (less than 1%) expressed negative sentiments.

The results of this study can form the basis for fur-

ther actions aimed at improving and optimizing the

module so that it effectively meets the needs of both

teachers and students.

A critical aspect of the collaborative mo dule in-

volved the login process, test-tak ing experience, and

the clarity of the refreshed graphical user interface.

These elements were evaluate d using a six-point

scale. The ﬁndings revealed a generally po sitive per-

ception of these aspects among all participants (Fig.

10). However, a closer analysis of the data revealed

a mor e nuanced picture. While both high school and

vocational school students expre ssed satisfaction, the

distribution o f responses differed signiﬁcantly. The

vocational school students, demonstra te d a higher de-

gree o f consensus, with no re sponden ts providing a

rating below four. In con trast, high school students

exhibited a wide r range of opinions.

To unde rstand the students’ experience s during

the testing phase, they were asked to identify the

most frequently performed ac tions. The results indi-

cate that high school and vocation a l school students

commonly engaged in editin g block contents, man-

aging functions, variables, and constants, and visu-

alizing algorithm execution. These actions, particu-

larly the ﬁrst and last, are crucial for effective mod-

ule usage, validating their selection by students. Less

frequently used featur e s included accessing the con-

text menu and modifying the block diagram’s appear-

ance, which alig ns with design expectations. While

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544

Figure 10: Survey respondents’ assessment of the readabil-

ity of t he new interface and t he process of of logging in

and taking the test (indicating the percentage of each school

type).

using the c ommand pa le tte and synchronizing project

changes were mod e rately popular, the former could

potentially beneﬁt from increased usag e time, and

the latter, occurring automatically, was appro priately

used with moderation.

Given their broader role in coordinating user ac-

counts and tests, teachers were provided with a more

detailed questionnaire to assess their perceptions of

the module’s functionalities. The results indicated

an overwhelmingly positive evaluation of all features,

with no ratings below four and a majority of teach-

ers assigned the h ighest possible score . The com-

mand palette was consistently identiﬁed as the most

valuable feature, high lighting its utility for efﬁcient

navigation. Although students demonstrated a lower

frequency of use for this feature, teachers, having

had more time to explore the application, expressed

a signiﬁcantly higher appreciation for its functional-

ity. Although the overall feedback from the teachers

was positive, id entifying speciﬁc areas for improve-

ment proved challenging. The management of users,

groups, and ong oing tests emerged as p otential a reas

where further development could enhance the user ex-

perience. Fu ture iterations of the module could incor-

porate a more specialized dialog box for creating and

modify ing user data, providing a more detailed and

consistent interface. Furth ermore, expanding th e list

of active users dur ing a test to include additional in-

formation, such as names, status, and te chnical indi-

cators, could provide teachers with a more compre-

hensive overview of test progress.

Complemen ting the evaluation of speciﬁc fea-

tures, participants wer e also asked to assess the over-

all stability of the app lication (Fig. 11) . The ﬁnd-

ings revealed a high degree of satisfaction, with a

substantial majority (80 .2%) reporting a positive user

experience. A smaller proportion (19.8%) e ncoun-

Figure 11: Respondents’ answers regarding possible err ors

of the application and its previous use.

tered minor issues, primarily related to saving set-

tings. To address this, the relocation of the con ﬁg-

uration ﬁle could be considered. Notably, nearly half

of the participants had prior experience with the appli-

cation, providing valuable insights into the perceive d

improvements. T hese users consistently praised the

enhanced performance, intuitive interface, and search

functionality of the new version. The feedback also

highlighted potential areas for future development, in-

cluding automatic updates and versions for Linux and

macOS.

5.3 Afterthoughts on the Outcome of

the Questionnaires

Consistent with the ﬁndings of a previous study, a

signiﬁcant majority of bo th students and teachers ex-

pressed satisfaction with the new collaborative mod-

ule. Teachers, in particular, recognized its po te ntial

to extend beyond block diagram creation and serve as

a comprehensive assessment tool. Features such as

the command palette, testing sections, and user man-

agement were highly regarded. Although minor is-

sues were identiﬁed, a robust update framework is

essential for their systematic resolution. Given the

module’s success, future developments could inclu de

a p la tform for u ser-generated extensions, fostering a

community around the a pplication and potentially in-

creasing its adoptio n.

6 CONCLUSIONS

The objectives of this study were achieved success-

fully. The group collaboratio n module was success-

fully implemented and presented, and underwent a

series of tests in a real-world school environment.

Despite occasional mino r bugs, the new version of

the application performs well. Graph database im-

plementation within the teacher-student co llabora-

Implementation and Utilisation of the Didactic AlgoPoint Application to Facilitate Teacher-Student Group Collaboration

545

tion mod ule offers key advantages: high ﬂexibility,

enabling facile object and rela tionship modiﬁcation

without structural disruption , crucial for AlgoPoint’s

modular exp ansion; scalability, effectively managing

extensive interconnected data, thus accommo dating

numerous u sers on a single workstation; and efﬁcient

searching, facilitated by the gra ph structure’s accu-

rate representation of complex inter-object relation-

ships. Fu rthermore, porting the application to plat-

forms such as Linux would enable it to reach a wider

audience.

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