=Paper=
{{Paper
|id=Vol-3693/paper1
|storemode=property
|title=Usability and Satisfaction in Digital Environments with ICT for Distance Learning by University Students
|pdfUrl=https://ceur-ws.org/Vol-3693/paper1.pdf
|volume=Vol-3693
|authors=Rubén A. More Valencia,María G. Albán Suárez,Mariela L. Córdova Espinoza,Rosa D. Castro Tesen
|dblpUrl=https://dblp.org/rec/conf/jinis/ValenciaSET23
}}
==Usability and Satisfaction in Digital Environments with ICT for Distance Learning by University Students==
https://ceur-ws.org/Vol-3693/paper1.pdf
Usability and Satisfaction in Digital Environments with
ICT for Distance Learning by University Students
Rubén A. More Valencia 1, María G. Albán Suárez 1, Mariela L. Córdova Espinoza 1 and
Rosa D. Castro Tesen 1
1 National University of Piura, Urb. Miraflores S/N, Castilla, Piura, Perú
Abstract
The research arises due to the impact on the teaching and learning processes in digital environments in
university education, given that important impacts were generated, one of them being the provisional
modality of distance education, given this situation a priori it can be mentioned that the higher the level
of usability of information technologies, the higher the degree of satisfaction of those involved, such as
teachers, students and authorities. There are key factors in the study that were analyzed as results in
which 1057 students participated, so that the development and progress of their education at university
level is not truncated, such as the level of use of new information and communication technologies that
university students have, finding that 69.73% (737) have a high level, 29.80% (315) regular and only
0.47% (5) a low level. 47% (5) a low level, and the degree of satisfaction of the university students with
regard to the new information and communication technologies was observed, finding that 54.49%
(576) have a regular level, 35.57% (376) a high level and only 9.93% (105) have a low level of
satisfaction. It can be affirmed that the majority of students have a regular level of satisfaction.
Keywords1
Teaching and Learning, Virtual Environments, University Education, ICTs, Distance Learning, Distance
Learning
1. Introduction
The deleterious impact of the pandemic has engendered a climate of uncertainty within the realm
of university education. This situation has precipitated a shift from conventional, face-to-face
pedagogical methods towards digital platforms, thereby presenting multifaceted challenges that
implicate the continuity of students in their academic pursuits. Moreover, it has necessitated a
profound reevaluation of pedagogical strategies by educators who have increasingly embraced
digital tools and information and communication technologies (ICTs) characterized by features
such as immediacy and hyper-connectivity.
This evolving educational landscape has introduced a salient area of inquiry: the utilization of
electronic services for academic learning. Institutions are compelled to harness information
technologies to facilitate learning, which invariably entails a comprehensive foray into the
domain of e-learning. This shift entails careful consideration of factors including technical
infrastructures, computing resources, and platform accessibility, all of which are now integral to
students' educational experience. This shift also warrants an examination of the socio-cultural
attitudes that influence productivity and convenience [1].
The current reality has underscored a stark digital divide, wherein disparities in access to
connectivity, technological resources, and related services among university students have
become manifest. Efforts have been made to ameliorate this inequity in the context of public
university education in Peru. Initiatives aimed at enhancing pedagogy have included the
JINIS 2023: XXX International Conference on Systems Engineering, October 03–05, 2023, Arequipa, Peru
rmorev@unp.edu.pe (R. More-Valencia); malbans@unp.edu.pe (M. Albán-Suarez); mcordovae@unp.edu.pe (M.
Cordova-Espinoza); rcastrot@unp.edu.pe (R. Castro-Tesen)
0000-0002-7496-3702 (R. More-Valencia); 0000-0001-8409-3301 (M. Albán-Suarez); 0000-0002-7205-461X (M.
Cordova-Espinoza); 0000-0002-0396-2307 (R. Castro-Tesen)
© 2023 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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provision of physical devices such as computers and internet access to students and educators.
However, the efficacy of such efforts has been constrained by administrative policies, which,
regrettably, have fallen short of supporting those with limited financial means or residing in
remote areas.
In the quest to bridge this divide, it is imperative to recognize that digital access alone is
insufficient. The policies implemented at the national level and their execution by universities are
fundamentally committed to fostering innovative modes of communication that can extend the
reach of education to students, regardless of their geographical location. Additionally, the study
of factors that influence the integration of information technologies into the pedagogical process
is imperative. Such factors encompass the lifestyles of university students, the time they dedicate
to employment and familial responsibilities, the dissonance in learning schedules within digital
environments, the dedicated support offered by educators, the empathetic approaches adopted
by certain academic disciplines in the realm of community service, and a broader sense of social
responsibility. These considerations collectively underscore the imperative of adaptation as a
foundational principle in the transition from traditional education to education in a digital milieu
[2].
Leveraging information technologies within the framework of digital education introduces
novel and intricate challenges. An exemplary case in point is the field of medical professional
training, wherein the concept of "protected clinical simulations" or pedagogical exercises has
been advocated. These pedagogical endeavors are designed not only to stimulate students'
critical thinking but also to imbue them with the motivation to delve deeply into academic
literature. Such exploration is oriented toward soliciting and implementing potential solutions
through actions, all the while upholding a steadfast commitment to ethical considerations [3], [4].
However, the implementation of these changes must be approached with a cognizant view of
the need for uniform and consistent application, mindful of the nuanced distinctions that may
arise between public and private universities. Considerations also extend to the nature of courses,
whether they predominantly feature theoretical or practical components, as well as the
indispensable transition of materials that were once confined to laboratory settings or the
physical precincts of the university into the digital realm. These factors are inextricably tied to
the socioeconomic profiles of both students and educators, thereby warranting a comprehensive
analysis of usability and satisfaction.
In this context, the present study, conducted at the National University of Piura in Peru,
endeavors to scrutinize the interplay between the extent of technological integration and the
resultant level of satisfaction. This research aims to delineate the patterns of technology
utilization, ascertain the degrees of contentment within the digital environment, and evaluate the
utility of the various platforms and tools founded on information and communication
technologies.
2. Research Study
The onset of "mandatory preventive isolation" precipitated a sweeping transformation in
educational institutions across all tiers, compelling a shift toward remote modes of instruction,
learning, and training. This rapid transition to an education model reliant on information and
communication technologies posed a confluence of challenges, spanning infrastructure,
pedagogical strategies, and the imperative evolution of mindsets, both among educators and
students. As aptly articulated, this shift "demanded a paradigm shift" [5].
While the pandemic did not give rise to educational disparities, it unequivocally laid bare
preexisting inequities, effectively exacerbating them. The imperative to secure livelihoods in the
face of economic adversity overshadowed the academic pursuits of many university students.
This exigency compelled them to defer crucial decisions, adopting a wait-and-see approach as
they grappled with the novel realities of higher education.
The investment in technology access and utilization, although a commendable initiative for
some students, proved to be a multi-faceted challenge. The experience, which unfolded in a highly
diverse environment, underscored the profound socio-economic disparities inherent in students'
educational choices. Several studies illuminated the struggles of students who had limited
connectivity, operated with modest hardware, grappled with subpar signal quality, and were
compelled to share their devices with fellow residents, all within environments ill-suited for
effective learning. These were the stark realities imposed by the pandemic [6].
2.1. Review of the literature
Facilitating the professional competence of university-level educators, particularly in the
context of competence-based problem-solving teaching, presents a distinctive challenge. Such
teaching inherently unfolds within specific environments. In many instances, it mandates
students' physical presence within scenarios carefully crafted by their instructors. For instance,
in fields like medicine, this means engaging with hospitalized patients or outpatient settings, with
the guiding presence of their educators. This pedagogical approach hinges on strategies rooted
in the university setting, encompassing methods for effective individual or collective work,
rotating assignments, and assessment. However, these approaches, intricately linked to physical
environments, became unfeasible during the mandatory isolation enforced in response to events
like the pandemic. Practical experiences integral to professional training were disrupted due to
the imperative of isolating students [7].
The utility of information technologies in the realm of distance learning is manifested through
interactions involving both communication and the utilization of applications and programs.
These technologies enable synchronous collaboration, with roles shared among educators,
students, and the university, supported by technology services, networks, and software
applications. However, the overarching objective is not limited to addressing the technical and
technological challenges alone. Instead, it encompasses the broader educational and social
dimensions, with an emphasis on understanding and addressing vulnerabilities that emerge due
to abrupt shifts in the educational and social milieu. Adaptation is essential to well-being in this
evolving academic landscape [8].
Information and communication technologies in higher education serve as a foundational
framework for pedagogical innovation. They empower both educators and students to effect
substantive changes in the teaching and learning processes. This transformation is facilitated by
a spectrum of resources, including teaching materials, virtual environments, internet resources,
audio tools, blogs, wikis, web quests, forums, chat platforms, messaging systems,
videoconferencing, and a range of communication channels. These technologies are not merely
tools; rather, they are harnessed to empower students to cultivate skills and competencies that
serve as primary objectives within the educational process. Communication channels foster the
exchange of ideas and information, resulting in the integration of knowledge through the
utilization of information and communication tools [9].
The study of the usability of technological platforms, emerging from pedagogical research,
revolves around assessing strategies through a synthesis of data. These strategies involve the
modeling of roles, reflective processes, collaborative methods, feedback mechanisms,
instructional designs, as well as experiential learning through cases and projects. These models
serve as a credible foundation for integrating technology platforms into educational practices.
Their viability is gauged in terms of acceptability and adoption levels among educators.
Furthermore, the evaluation process extends to gauge the utility and usability of these platforms
from the perspective of students [10].
Information and communication technologies, as integral products of the teaching and
learning continuum, facilitate processes aligned with the advancement of science. They are
harnessed to satisfy the innate human desire for knowledge acquisition, mastery, and results
derived from the analysis of information and contextual realities. Their pervasive influence is
propelled by the digital era, fundamentally altering the dynamics of how individuals connect,
communicate, and manage activities. For contemporary generations, this digital realm has
become a natural medium for interaction and communication [11].
The advent of information and communication technologies has catalyzed transformative
shifts across various dimensions of human endeavors. These technologies have assumed a pivotal
role in the educational landscape, serving as essential tools for the management of information
and knowledge. Leveraging technological proficiency, computer platforms, hardware, as well as
data, metadata, and information, these technologies permeate research, administrative functions,
and academic activities, including shaping institutional directives and university policies. As a
consequence, they give rise to novel requisites and responsibilities in the sphere of higher
education and within diverse sectors constituting modern society. The ever-increasing
dependence on technological tools necessitates adaptive responses to meet evolving demands
[12].
Effective teaching with information and communication technologies hinges on core
principles, including teacher-student interaction, student collaboration, active learning, prompt
feedback, organized planning, positive expectations, and catering to diverse learning styles [13].
Evaluation of technology usage factors encompasses online class preference, real-time
accessibility, recorded materials, curricular impacts, equipment availability, and internet access.
It also considers students' psychological needs, equipment choices, shared access, study
environments, and administrative challenges due to digital communication tools [6]. Learning
consists of course activities and content accessibility. Smartphones enhance both, supporting a
constructivist learning approach. They enable mobility, real-world engagement, and content
interaction through various media while simplifying assessments via audio, video, and mobile-
optimized modules [14].
2.2. Related Studies
Research on technology's role in education suggests that factors like performance, effort, and
conditions positively influence students' use of digital learning systems. However, social aspects
like companionship appear less significant in students' perceptions of these systems [15].
Expectations of performance don't significantly impact students' intentions in digital learning
environments. Instead, usability matters greatly. Students see digital platforms as tools that aid
academic performance. This involves access to information, effective time management, and
economic benefits. To ensure usability, platforms should be user-friendly with simplicity and
clarity, facilitating efficient co-educational learning experiences [1].
Integrating technology into education calls for a coherent shift from face-to-face to distance
learning. This transition requires standardizing activities and reconfiguring the organizational
structure. Technological enhancement is vital for information technologies' usability, fostering
intuitive communication and efficient processes for student course outcomes [2].
Collaboration and teamwork in digital environments must prioritize quality, ethics, and
transparency, regardless of students' geographical locations. Achieving this involves records of
meetings, institutional emails, accessible information, performance tracking, and dialogic follow-
ups. Critical reflection and autonomy in tasks and objectives play a significant role in enhancing
the usability of information technologies [16].
The study in China explored the digital divide in online and distance learning, examining
indicators such as family income, professional status, and equipment and network conditions. It
revealed that adaptability in the new teaching and learning environment is influenced by
economic advantages, but digital skills remain crucial. These findings emphasize the potential for
information technologies to exacerbate existing inequalities in usability, skills, and geographical
access [17].
The shift from face-to-face to digital education, especially during the pandemic, was assessed
through an informetric study. It highlighted the benefits of information and communication
technologies in education for socio-productive development and management indicators in
higher education. This transition aims to extend technology beyond teaching, focusing on
accessibility, visibility, and interoperability for a vulnerable educational environment [18].
The integration of ICT applications in education necessitates students' familiarity with these
tools, given their future roles in the workforce and job market. Educators and students
collaboratively use ICT platforms for various learning activities, including analyzing academic
materials and creating shared content. The use of computer applications contributes to the
establishment and utilization of educational networks, particularly significant for higher
education [14].
Studies examining the theoretical perspectives held by learning communities on virtual
education and digital environments in universities shed light on the transformative impact of new
information technologies. The research, employing web documents and interviews, highlights the
societal need for structural changes to enhance quality of life. This shift toward a new academic
reality introduces novel paradigms, revolutionizing educational systems, university teaching, and
social governance [12].
Adapting clinical learning practices in professional fields like medicine necessitates the
temporary integration of various digital tools. A review of full-text articles and hermeneutic
reviews underscores the importance of considering past actions to address adverse situations
such as confinement and limitations in accessing face-to-face learning. It signifies an ongoing
process of adaptation to our evolving reality [19].
Presenting the current opportunities and challenges in the realm of distance education
necessitates the development of solutions that facilitate traceability and effective use of digital
environments at a Latin American scale. Academic studies in distance education demand
methodological approaches encompassing bibliographic analysis, exploratory reviews of
teaching experiences, and experimental trials of new tools and practices. Distance education
holds relevance in both pandemic and post-pandemic scenarios, providing a secure means of
continuing education without jeopardizing the safety of teachers and students in face-to-face
settings [20].
Integrating information and communication technologies (ICT) into higher education reveals
that technology alone cannot fulfill academic purposes. It underscores the need for students and
teachers to contribute their ideas, activities, research, and societal responsibility. Encouraging
the use of ICT complements academic exercises, fostering comprehensive educational
experiences [21].
The emergence of ICTs simplifies activities, saving time and enhancing information access in
current teaching methods. It offers easy, self-directed, or collaborative experiences without
physical mobilization and represents a valuable addition to curricula [22].
Information and communication technologies (ICTs) and learning and knowledge
technologies (LKTs) play a crucial role in advancing online and distance education in higher
education. Literature reviews and analysis of experiences are essential, especially in situations of
isolation or immobility. To effectively implement such technologies, teacher training is critical,
emphasizing balanced and active methodologies [23].
The strategy for promoting academic activities in digital environments encompasses five key
aspects: security to mitigate pandemic-related risks, training, learning management, and
comprehensive support for mental health. It involves the implementation of information
repositories updated daily, accessible to students through online transmission platforms, digital
classrooms, and regular updates [24].
Teachers establish tacit tools within communication platforms, such as Google Drive,
individual and group emails, or WhatsApp chats. These tools organize didactic materials, and
bibliographic resources, and facilitate academic innovation, driven by both academic and
research directions [25].
Teachers' digital competencies in implementing distance education require activities like
organizing digital information, sharing content through virtual media, editing digital materials,
and safeguarding personal data. Student-focused competencies revolve around communication,
collaboration, and problem-solving. While few teachers reach innovative competency levels,
strategies must address prevention and feasibility to ensure the quality of educational services in
a digital environment [26][27].
2.3. Methodology
The design of the research work is non-experimental, cross-sectional, and sectional
correlational since the variables and indicators will not be manipulated at any time as study
concepts, the use of deductive cognitive analysis allows the relationship to be schematized by
association and is presented in a continuous situational phenomenon, i.e. given the pandemic
situation, the use of technologies in the academic teaching processes is continued.
The techniques used in the research project are surveys and their corresponding instrument,
the questionnaire. The duality manifested proposes that the questionnaire corresponds to
evaluate the level of usability, usefulness, and degree of satisfaction of the new information and
communication technologies, which was adapted for research purposes for each of the variables
based on existing studies on the concepts as variables of study, applying to 1057 students, duly
registered in enrollment and who are studying or have studied academic cycle during the year
2021 at the National University of Piura (UNP), and who agreed to participate in the study.
For their selection, a probability sample was taken into account; that is, the subjects that will
make up the sample were selected randomly; likewise, it was considered to use stratified random
sampling with proportional allocation to students enrolled in the second semester of the year
2021 of all professional schools of the National University of Piura, using the following
formulation:
2
9 693 ∗ 1.96 ∗ 0.5 ∗ (1 − 0.5)
𝑛=
2 2
(9 693 − 1) ∗ 0.5 + 1.96 ∗ 0.5 ∗ (1 − 0.5)
Where Z is the value of the standard normal distribution table, at a confidence level of 95%,
whose value is 1.96 (Z=1.96), P is the proportion of the degree of satisfaction with the new
information and communication technologies, with the value of 50% (P = 0.5), E is the maximum
accepted estimation error of 5% (E = 0.05) and N = 9 693 is the population of UNP students (N =
9 693). Therefore, the sample selected was n of 1057 enrolled students.
The reliability of the questionnaires was evaluated using Cronbach's Alpha method, in a pilot
sample of 42 students, which resulted in a reliability of 0.843 for 12 questions of the
questionnaire for the variable level of usability of information and communication technologies,
and a reliability of 0.837 for the variable degree of satisfaction with ICT with respect to 08
questions of the questionnaire, thus indicating that both questionnaires according to the
variables evaluated are reliable and are prepared to obtain the necessary information.
2.4. Results of the Research
Table 1 shows the level of use of new information and communication technologies by
university students, showing that 69.73% (737) have a high level, 29.80% (315) a regular level
and only 0.47% (5) a low level. In view of this, we can affirm that the majority of students at the
University have a high level of ICT use. We observed the degree of satisfaction of the university
students with regard to the new information and communication technologies, and found that
54.49% (576) have a regular level, 35.57% (376) a high level and only 9.93% (105) have a low
level of satisfaction. Therefore, in view of the results obtained, it can be affirmed that the majority
of students have a regular level of satisfaction.
Table 1
Relationship between Satisfaction and Usability of ICTs
Degree of satisfaction
Low Regular High Total
N % N % N % N %
Level: Usability of Low 2 0.19% 3 0.28% 0 0.00% 5 0.47%
Information and
Regular 43 4.07% 176 16.65% 96 9.08% 315 29.80%
Communication
Technologies High 60 5.68% 397 37.56% 280 26.49% 737 69.73%
105 9.93% 576 54.49% 376 35.57% 1057 100.00%
Spearman's coefficient as an inferential result of the study shows that the relationship is 0.115,
a value that indicates that the relationship is low and positive, but given the p-value of 0.000
(p<0.05), the relationship is significant. It is accepted that there is a significant relationship
between the level of use and the degree of satisfaction with information and communication
technologies at the National University of Piura and, likewise, it can be inferred that the greater
the use of information technologies implemented at the university, the higher the level of
satisfaction and vice versa.
In Table 2, usability and usefulness are significantly valued for the use of devices with 71.5%
(756), and to a lesser extent for factors related to communication 37.8% (400), and its usefulness
in academic activities not necessarily related to university content. The usefulness of a digital
environment for searching for information is regularly 44.2% (467).
As tools, the most significant evaluation is the platform used by the University with 78.3%
(828), followed by presentation activities at 51% (539), it is interesting to review the descriptive
descriptions with low levels of usability, tools for the organization of information 10.6% (112),
the storage of information 26.5% (280) and that it is used for cooperative work 31.3% (331).
Table 2
Usability of university students' ICT-enabled digital environment for distance learning.
Level: Usability of Never Rarely Sometimes Almost always Always
ICT
N % N % N % N % N %
Devices 3 0,3% 4 0,4% 37 3,5% 257 24,3% 756 71,5%
Communication 2 0,2% 27 2,6% 148 14,0% 480 45,4% 400 37,8%
Digital environment 6 0,6% 18 1,7% 88 8,3% 291 27,5% 654 61,9%
classes
Information search 3 0,3% 18 1,7% 132 12,5% 467 44,2% 437 41,3%
Non-University 36 3,4% 97 9,2% 270 25,5% 390 36,9% 264 25,0%
Courses
Tools
Social Networking 10 0,9% 63 6,0% 258 24,4% 384 36,3% 342 32,4%
Google Platform 3 0,3% 3 0,3% 29 2,7% 194 18,4% 828 78,3%
Tools other than UNP 219 20,7% 237 22,4% 332 31,4% 167 15,8% 102 9,6%
Information 134 12,7% 266 25,2% 374 35,4% 171 16,2% 112 10,6%
Organization
Information Storage 18 1,7% 110 10,4% 308 29,1% 341 32,3% 280 26,5%
Presentation of 3 0,3% 14 1,3% 112 10,6% 389 36,8% 539 51,0%
information
Collaborative work 15 1,4% 70 6,6% 277 26,2% 364 34,4% 331 31,3%
Table 3
Satisfaction with the ICT-enabled digital environment of university students for distance learning.
Level of Never Rarely Sometimes Almost always Always
Satisfaction
N % N % N % N % N %
Situation own 53 5,0% 17 1,6% 472 44,7% 54 5,1% 461 43,6%
problems
116 11,0% 225 21,3% 542 51,3% 46 4,4% 128 12,1%
Support with devices
Support with 125 11,8% 218 20,6% 524 49,6% 57 5,4% 133 12,6%
accessibility
Digital environment 98 9,3% 36 3,4% 411 38,9% 92 8,7% 420 39,7%
Academic 87 8,2% 26 2,5% 353 33,4% 73 6,9% 518 49,0%
performance
Communicate 167 15,8% 42 4,0% 323 30,6% 92 8,7% 433 41,0%
verbally device
Visually present 228 21,6% 72 6,8% 341 32,3% 77 7,3% 339 32,1%
device
Understand interim 50 4,7% 25 2,4% 368 34,8% 81 7,7% 533 50,4%
environment
In table 3, the satisfaction for affectation of the digital environment with ICT of university
students for distance learning, for a little more than half of the students, there was a satisfaction
recognizing that the situation is provisional 50.4% (533), that the academic performance and has
a high positive affectation in 49% (518) students, while the support of the institution with
devices.
As an affectation for satisfaction was regular in 51.3% (542), and for accessibility is 49.6%
(524), this is relevant for correspondence are defined by accessibility and having devices.
2.5. Discussions and Conclusions
Adaptations were found in communication methods, including synchronous and
asynchronous connectivity, which the university had to adjust, manage and organize. These
adaptations extended to aspects such as examinations, use of laboratories, social engagement,
access to books and collaborative work, encouraging interactions between students and teachers.
These interactions were designed not only to elucidate the purpose and effects of socio-
productive development but also to stimulate experimentation and knowledge generation
through synergy. The evaluation of information technology usability reveals the successful
accomplishment of various roles, including managing and providing feedback on results, all in
alignment with the university's curriculum matrix. Furthermore, this extends to non-university
academic activities across different learning domains, effectively achieving the goal of usability.
The university's strategic planning, coupled with support from social networking media,
significantly contributed to the success of the distance learning system [1], [8], [16].
Teamwork serves as a pivotal behavioral intention in the digital environment, allowing
students to leverage their digital skills and expand their competencies in information access.
Proficiency in organizing and storing information significantly enhances academic feedback,
extending beyond a single course per semester. Students accumulate iterative and incremental
material, fostering new knowledge and critical problem-solving in case-based and project-
oriented scenarios. This iterative process not only facilitates academic feedback but also provides
an institutional advantage.
However, challenges persist, primarily related to limited access and geographical constraints
caused by internet connectivity issues. These challenges have been partially addressed through
asynchronous access [15][17]. To ensure sustained usability and adaptation, formal
communication is vital. It's noteworthy that educators have explored non-formal digital media,
such as Facebook, WhatsApp, and Gmail, to complement the institution's proposed platform.
They've created social network groups for direct communication, tracking course progress, and
addressing student queries.
Nonetheless, the formal and direct use of information technologies for adaptation remains
somewhat limited. Its primary function has been providing scientific information to support
teachers' content discussions. Students have also made use of information organizers, with
limited additional activities, mainly in specialized fields like engineering and social sciences
[14][18].
Technology alone is not enough to fulfill educational purposes. Both students and teachers
must actively contribute and feel comfortable expressing their ideas, which can be influenced by
the quality of technology components such as microphones and cameras used for digital
communication in classes. Half of the students' understanding of the digital environment reflects
a provisional nature, which is reflected in their regularly expressed satisfaction levels. Teachers
play a crucial role in adapting, modifying, and providing feedback on methodologies, extending
beyond content availability to collaborative tools such as the Google platform.
The analysis covers the challenges that students face in adapting to various platforms and
applications, which can require significant time and effort to fully participate in university course
activities. Technology also affects other aspects of daily life, such as its relevance to employment,
which limits overall satisfaction, particularly for students and their families. Devices with
applications, including computer use, become increasingly important, especially for students
seeking employment during a pandemic. The study suggests that the learning environment is
crucial for students, as it aligns with societal and individual needs. This leads to social
development through the utilization and satisfaction with information technologies, even though
these technologies are artificial constructs containing content. While students engage with these
materials through reading, practice, and application, the need for teacher guidance and
consultation remains integral, signifying a shift in the education paradigm with the integration of
information technologies.
The study emphasizes the importance of using and learning from information technology
platforms for academic activities while addressing information security concerns, including
assessment communications, data references, and information management. This urgency to use
technology was driven by the need to reduce the risk of contagion. Teacher training, the learning
management of educators, and university actions have evolved to adapt to this new digital
environment, necessitating comprehensive care and a review of course contents.
The study's findings suggest that the pandemic has led to an increase in the use of information
technologies in universities. The university's pedagogical models have helped most students
become proficient in using these technologies. This, in turn, has facilitated the transition to the
digital environment for various professional careers. The models have also encouraged
responsibility and collaborative group experiences in the teaching-learning process. Additionally,
both synchronous and asynchronous communications have proven to be useful. Effective
information and knowledge management have the potential to address scientific research within
the university environment and influence the degree of satisfaction among university students
regarding new information and communication technologies. The satisfaction levels were
generally regular, reflecting the diverse aims and purposes of achieving competencies required
by the university. The process of adaptation with technological tools allowed for social
appropriation, promoting institutionalized spaces.
In order to improve satisfaction levels and overcome limitations, it is crucial to maintain digital
platforms that are easily accessible and offer diverse tools and functionality. These platforms
should include forums, written debates, audio and video options, and teacher-led video
conferences, which can positively impact students as active participants in societal changes. The
challenges faced by teachers and students, such as limited access and resource constraints, have
resulted in limitations in technology usage that have affected satisfaction levels. However, the
study highlights the significant efforts made by academic authorities and university support in
realizing the potential of information technologies. To sustain the use of digital communication
and information tools, continuous work is necessary, with a focus on the practical application of
technology as knowledge to enhance the quality of the teaching-learning process in the university
context.
3. References
[1] Y. H. S. Al-Mamary, «Understanding the use of learning management systems by
undergraduate university students using the UTAUT model: Credible evidence from Saudi
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