## 4 Survey Findings and Results from and Through Discussion
### Interactive Radio-Themed Lessan--RO1
#### 4.2.3 Third Segment: Audiovisual-Supported Lesson Plan  
According to the survey findings and results from the statistical analysis, it can be confidently stated that the interactive audiovisual-supported lesson plan (Section 3.1) is  
\begin{table}
\begin{tabular}{c c c c c c} \hline \hline  & & \multicolumn{5}{c}{**Parameter Questions**} \\ \cline{3-6}  & & **Time** & **Venue** & **Period** & **Educational Tools and Services** & \(\alpha\) \\ \hline \multirow{3}{*}{**First Experiment 1**} & **N** & 26 & 26 & 26 & 26 \\  & **Mean** & 4.15 & 3.58 & 4.12 & **4.31** \\  & **SD** & 0.732 & 0.643 & 0.766 & 0.736 \\ \hline \multirow{3}{*}{**Second Experiment 2**} & **N** & 22 & 22 & 22 & 22 \\  & **Mean** & 3.77 & 3.86 & 4.23 & **4.59** \\  & **SD** & 0.973 & 0.774 & 0.813 & 0.503 \\ \hline \multirow{3}{*}{**Third Experiment 3**} & **N** & 14 & 14 & 14 & 14 \\  & **Mean** & **4.29** & **3.21** & **4.29** & 3.29 \\  & **SD** & 0.825 & 1.051 & 0.611 & 1.069 \\ \hline \multirow{3}{*}{**Fourth Experiment 4**} & **N** & 31 & 31 & 31 & 31 \\  & **Mean** & 4.19 & **3.58** & **4.26** & **4.26** \\  & **SD** & 0.654 & 0.672 & 0.575 & 0.729 \\ \hline \multirow{3}{*}{**Fith Experiment 5**} & **N** & 10 & 10 & 10 & 10 \\  & **Mean** & 4.20 & **3.80** & 4.40 & **4.80** \\  & **SD** & 0.632 & 0.632 & 0.699 & 0.422 \\ \hline \multirow{3}{*}{**Sixth Experiment 6**} & **N** & 32 & 32 & 32 & 32 \\  & **Mean** & 4.25 & **3.91** & 4.25 & **4.72** \\  & **SD** & 0.842 & 0.588 & 0.568 & 0.457 \\ \hline \hline \end{tabular}  
* Undergraduates students, AUTh’s SIMC 1. 2 Postgraduate students, AUTh’s SIMC 2. 3 Learners, IEK. 4 Undergraduates students, AUTh’s SIMC 3. 5 Postgraduate students, AUTh’s SIMC 4. 6 Undergraduates students, UWM’s DCM.  
\end{table}
Table 13: Statistics and frequencies from the evaluation form per experiment based on “spatial technical/logistical infrastructure”.  
considered successful, since all 24 average values obtained in relation to the corresponding parameters are above 4.00 (Table 14). In particular, 15 out of 24 are between 4.00 and 4.49 (i.e., with a percentage of 62.5%) (Table 14), 3 of 24 with 4.50 (i.e., with a percentage of 12.5%) (Table 14), and 6 over 4.51 (i.e., with a percentage of 25%) (Table 14). This leads one to conclude that the utilization of a proven and well-established lesson plan is crucial because both learners and educators can reap its benefits [3; 112; 134; 189; 190]. Likewise, time can be saved by using certain aspects of the lesson plan (e.g., educational activities, educational tools and services, etc.) [3; 112; 134; 189; 190]. Additionally, it is also observed that Millennials tend to have a more willful attitude compared to other generational cohorts, while the views of Xers and Zoomers again tend to be close, thus reaffirming the literature that states that Zoomers tend to have common behaviors, views, and attitudes with the Xers [50; 59; 186; 185], while this situation seems to be encountered in another related cross-cultural study from the research project MACE with Greek and Greek-Cypriot participants [110; 112]. Admittedly, this could be characterized as a replicable phenomenon and should definitely be further investigated. Similarly, it could safely be said again that Greek Zoomers are probably like their international peers who tend to be Xers [50; 59; 185; 186], thus again rejecting the famous [PERSON] theory about the gap across the generational cohorts [187; 188]. Conclusively, these specific survey findings and results (Table 14), on the one hand, contribute in part to the achievement of RO2 and, by extension, RO1, and, on the other hand, to the extent of the literature on the genealogical characteristics, habits, and ethos of XYZ Generations. Lastly, more details are provided in Table 14, which should definitely be further explored in the future.