## 3 User Study
### Results
#### 3.4.2 USE Survey Results  
The results of the USE survey, conducted on instructors and students in the remote group, are presented in Table 7. The analysis showed that students gave the highest points to the Usefulness dimension (85.4% by students), and the lowest to Ease of use (74.6% by students). Within the Usefulness dimension, the students gave the highest score to \"It helps me be more productive (92.9%). All students saw remote education as allowing them to save time and effort since they could attend classes at a place of their convenience.  
The question on perception of remote education received different responses before and after the experiment. In the remote group, the percentage of students with a positive image of remote education increased from 49% to 60%. This also increased for instructors from 43% to 78%. The results indicate that the experience of the remote education program positively influenced the subjects' perception.  
\begin{table}
\begin{tabular}{l c c c} \hline \hline
**Division** & **F-Group 1 (_n = 24_)** & **R-Group 2 (_n = 24_)** & _p-Value_ \\ \hline Mean compression depth, mm & 57 (45–63) & 53 (43–62) & 0.008 \\ Proportion of correct compression depth, \% & 83 (68–96) & 79 (53–93) & 0.81 \\ Mean compression rate, cpm & 108 (76–136) & 101 (54–133) & 0.113 \\ Proportion of correct compression rate, \% & 46 (31–88) & 38 (33–74) & 0.631 \\ Proportion of correct recoil, \% & 82 (50–93) & 73 (32–90) & 0.004 \\ \hline \hline \end{tabular}  
* F-group: Face-to-face training group; 2 R-group: Remote training group; Data are shown as mean (interquartile range).  
\end{table}
Table 6: Data of the two groups collected during compression-related skill evaluation.  
\begin{table}
\begin{tabular}{c c c c c} \hline \hline \multirow{2}{*}{**Dimension**} & \multirow{2}{*}{**Item**} & \multirow{2}{*}{**Question**} & \multicolumn{3}{c}{**Student**} \\ \cline{3-5}  & & & **Score (\%)** & **Score (\%)** & **Score (\%)** \\ \hline \multirow{5}{*}{Usefulness} & U1 & It helps me be more effective. & 71.4 & & \\  & U2 & It helps me be more productive. & 92.9 & & \\  & U3 & It is useful. & 87.1 & 85.4 & \\  & U4 & It gives me more control over the & 91.4 & & \\  & & activities in my life. & & \\  & U5 & It makes the things I want to accomplish & & \\  & & easier to get done. & 84.3 & & \\ \hline \multirow{5}{*}{Ease of use} & E1 & It is easy to use. & 77.1 & & 80.2 \\  & E2 & It is simple to use. & 65.7 & 74.6 & \\  & E3 & It is user friendly. & 74.3 & & \\  & E4 & It requires the fewest steps possible to & 81.4 & & \\ \hline \multirow{5}{*}{Ease of learning} & L1 & I learned to use it quickly. & 77.1 & & \\  & L2 & I easily remember how to use it. & 72.9 & 79.5 \\  & L3 & It is easy to learn to use it. & 88.6 & & \\ \hline \multirow{5}{*}{Satisfaction} & S1 & I am satisfied with it. & 78.6 & & \\  & S2 & I would recommend it to a friend. & 88.6 & & \\ \cline{1-1}  & S3 & It is fun to use. & 80.0 & & \\ \cline{1-1}  & S4 & It works the way I want it to work. & 77.1 & & \\ \hline \hline \end{tabular}
\end{table}
Table 7: USE survey result conducted on instructors and students.  
The subjects were asked to provide other related opinions to help improve the system. Students in the remote group felt that there were insufficient interactions with instructors, but this was not mentioned by the instructors. Both instructors and students picked device connectivity and network settings as areas for improvement. The students needed more time to prepare as they experienced difficulties in initial connection, and the instructors said that teaching was interrupted by connectivity issues.