## 3 Results
### Validation of the Ordinal Instrument  
The statistical analysis began with validating and applying the ordinal instrument proposed during the experimental phase. This instrument was created based on the evaluation guidelines defined by the Teachers' Directorate, the Office of the Academic Vice Rector, and the Online Education Unit. In this way, the instrument was designed to evaluate the teachers' ease of use perception of using Moodle, creating educational resources, interactive learning objects, and artificial intelligence for education. Evaluating these variables can be challenging because their measurement depends on each individual's perception. For this reason, the variables were arranged as unobserved latent variables in a factor structure that facilitates their measurement [23; 29; 32]. As this was a new instrument created in the institution, Confirmatory Factor Analysis was applied to verify and guarantee its validity and reliability. The instrument designed to collect information and perceptions of teachers was applied to a sample of 224 participants, corresponding to the opinions collected from teachers at the University of Otavalo who used the virtual classroom system before and after the intervention carried out through the implementation of the new virtual classroom system and training the staff in its use. In this way, each observation included 24 variables, of which 2 were discrete numerical variables for years of experience in face-to-face and virtual teaching. Two variables were categorical: the time of the intervention and the type of teacher contract. In addition, 20 ordinal variables were structured as factors, as presented in Table 1, to register the perception that teachers had of their ease of use of the Moodle platform for online education, ease of using software to create educational resources, ease of using virtual and interactive learning objects, and ease of using artificial intelligence applied to education. The descriptive statistics for each of the numerical and ordinal variables that made up the survey are presented in Table 2.  
\begin{table}
\begin{tabular}{c c c c c c c} \hline \hline
**Question** & **Min** & **1 st Qu. ** & **Medium** & **Mean** & **3 rd Qu. ** & **Max. ** & **Sd. ** \\ \hline \(Exp_{2f}\) & 0.00 & 4.75 & 8.00 & 12.45 & 15.00 & 40.00 & 11.1122 \\ \(Exp_{online}\) & 0.000 & 2000 & 2500 & 3554 & 4000 & 13,000 & 3.2458 \\ \multicolumn{7}{c}{_Factor 1: Perceived ease of use of the Moodle platform for online education_} \\ \(p_{1}\) & 1000 & 5750 & 8000 & 6935 & 9000 & 10,000 & 2.2375 \\ \(p_{2}\) & 1000 & 5000 & 7000 & 6565 & 8000 & 10,000 & 2.3454 \\ \(p_{3}\) & 1000 & 6000 & 8000 & 7022 & 9000 & 10,000 & 2.2869 \\ \(p_{4}\) & 1000 & 5000 & 7000 & 6663 & 8000 & 10,000 & 2.3312 \\ \(p_{5}\) & 1000 & 6000 & 8000 & 7217 & 9000 & 10,000 & 2.3572 \\ \multicolumn{7}{c}{_Factor 2: Perceived ease of using software to create educational resources_} \\ \(p_{6}\) & 1000 & 5000 & 7000 & 6587 & 8000 & 10,000 & 2.3117 \\ \(p_{7}\) & 1000 & 5000 & 7000 & 6359 & 8000 & 10,000 & 2.4114 \\ \(p_{8}\) & 1000 & 4000 & 7000 & 6196 & 9000 & 10,000 & 2.6446 \\ \(p_{9}\) & 1000 & 5000 & 8000 & 6957 & 9000 & 10,000 & 2.5415 \\ \(p_{10}\) & 10000 & 5000 & 7000 & 6641 & 9000 & 10,000 & 2.6000 \\ \multicolumn{7}{c}{_Factor 3: Perceived ease of using interactive learning objects_} \\ \(p_{11}\) & 1000 & 4000 & 7000 & 6022 & 8000 & 10,000 & 2.4894 \\ \(p_{12}\) & 1.00 & 4.00 & 7.00 & 5.75 & 7.00 & 10.00 & 2.4967 \\ \(p_{13}\) & 1.00 & 4.00 & 7.00 & 5.87 & 8.00 & 10.00 & 2.4683 \\ \(p_{14}\) & 1000 & 4000 & 7000 & 5707 & 8000 & 10,000 & 2.5786 \\ \multicolumn{7}{c}{_Factor 4: Perceived ease of using artificial intelligence applied to education_} \\ \(p_{15}\) & 1000 & 3000 & 6500 & 5674 & 8000 & 10,000 & 2.9616 \\ \(p_{16}\) & 1000 & 3000 & 6500 & 5565 & 8000 & 10,000 & 2.9772 \\ \(p_{17}\) & 1000 & 3000 & 7000 & 5728 & 9000 & 10,000 & 3.1661 \\ \(p_{18}\) & 1.00 &  
Next, the presence of atypical observations in the compiled database was verified using Mahalanobis distances.