## 4 Discussion  
### Principal Findings  
The purpose of this experiment was to determine whether the proposed system can serve as a useful alternative to traditional face-to-face training. The system was tested using the Kano model, and the differences in quantitative evaluation across the two groups were analyzed through a user test.  
The hands-on skill practice was observed while conducting the experiment, and interviews were carried out at the end. The two groups did not show a significant difference in correct compression depth, but the face-to-face group had slightly higher values for correct recoil. Although not of statistical significance, both groups had'mean compression rate' satisfying the guidelines, and the face-to-face group had slightly higher values than the remote group in terms of 'proportion of correct compression depth' and 'proportion of correct compression rate'. The remote group utilized feedback equipment and managed to achieve performance levels similar to that of the face-to-face group, but the performance gap was broader among the remote group than the face-to-face group. That is, instructors in the remote environment are likely to have experienced difficulties in accurately assessing the performance of individual students. It appeared that the instructors could monitor student performance in compression rate and recoil more rapidly in the face-to-face environment. On the other hand, in the remote environment, instructors were unable to closely examine individual student performance due to the limited viewing angle of smartphones and network delays.  
It appeared that the instructors could monitor student performance in compression rate and recoil more rapidly in the face-to-face environment. On the other hand, in the remote environment, instructors were unable to closely examine individual student performance due to the limited viewing angle of smartphones and network delays. Moreover, the app provided quantitative feedback in the order of depth, rate, and recoil, causing slower monitoring of the latter two. This shows that instructors still face limitations in visually assessing students in the remote environment. Further research is needed to improve the method of feedback provision on the interface. Compression depths were similar between the two groups because the general program requirement of at least 50 mm can be easily fulfilled. Considering the existing online CPR skill training programs without feedback equipment, the proposed system is a significant improvement.  
Looking at the USE survey, the subjects in the remote training group experienced less time and space constraints. In addition, the instructors replied that remote education serves as a good alternative to face-to-face education in the event of a crisis, like the pandemic. Despite such advantages, usability issues remain to be addressed. Sufficient support should be provided for students to grow familiar with the new learning environment (how to switch on the camera and microphone, how to connect the feedback device to the smartphone, etc.) and overcome barriers posed by electronic devices and IT. Instructors should also receive support and training to facilitate remote teaching.  
The change in perception towards remote education revealed through responses obtained before and after the experiment hint at a positive future for remote education. Remote training is less preferred in CPR skill education because providing accurate guidance is difficult, and those who have not received proper training will be less capable of rescuing lives in emergency situations. Given the conservative nature of medical skill education, integrating new approaches can be quite challenging. Regardless, the experimental resultsindicate that new forms of education may be possible if instructors' perception of remote education changes from negative to positive.