The creation of the European Higher Education Area (EHEA) encourages Professor to modify the teaching methodologies through which they teach, from the master class to methodologies in which the student is the protagonist. In this sense, an important area in education is attention to diversity, which must be addressed through a personalization of learning since the circumstances that affect the learning of each student are different.

In the present project, our teaching group has used a methodology through which, after evaluating the answers to the questions asked in class and the the answers given in the level games made with the VirtualCRS application, actions were carried out aimed at facilitating the understanding of concepts not understood by students in a particular way. The methodology used involved asking questions in class to which students responded through VirtualCRS and proposing to students as individual and group activity levels of question sets, to which they responded using the same tool. The responses of each student were evaluated to determine if there were students with difficulties understanding the contents treated in the classroom. Once these problems were detected, personalized meetings with students were carried out, so that the explanations were adapted to the type of learning to which the student was better adapted.

The personalization of the students' learning in which comprehension problems were detected produced an increase in their motivation as well as an increase in their participation in class and an improvement in their academic performance. The results on motivation were obtained through anonymous surveys conducted by the students, which showed that the methodology used favored the interest of the students for the subject, obtaining positive comments on the personalization actions carried out and on the interest of the teacher in their students, as perceived by these same.