## 4 Discussion
### Implicit Findings  
As described in the above research procedures, KACPR instructors were interviewed on the functions expected of the app if they were to teach CPR through remote classes, and the app was designed to meet such expectations. In testing the system design of the prototype, the following discoveries were made.  
First, during design, the instructors were asked whether they needed to teach multiple students at once using the remote app. For general skill training, they answered that the ideal number of students in each virtual session would be 12. As such, the system was designed to support up to 12 simultaneous connections. The experiment was conducted with six students per instructor, and the survey showed that all instructors chose \"Questionable\" for teaching more than six students. This is consistent with the [PERSON] model [41], which states that five to six students are cognitively acceptable.  
Second, during function development, the instructors were asked to rate the importance of video data and feedback data. The instructors felt that real-time feedback data was more important than video in order for them to provide accurate guidance. The app was designed to allow instructors to selectively view the screen of a student by clicking on his/her cell when poor feedback is observed. However, in the design verification experiment, the instructors preferred to view the screens of all students because they could not fully grasp student performance based on feedback data alone.  
Third, the instructors wanted the feedback data displayed on their screens in real-time to be as detailed as possible. The app was designed to provide detailed feedback data of all students connected to the virtual class. However, most of the instructors who participated in the design verification classified it as \"Reverse\" in the Kano model. Providing the instructors with too much information is likely to have increased their cognitive load, and they would not have been able to keep track of all values on the screen while teaching.  
Lastly, the instructors said that session logging was an important function but classified it as an \"Indifferent\" feature in the Kano model. When it came to ensuring the effectiveness of education for the general public, most instructors felt that providing real-time feedback to students in various network environments was more important than data storage or management.  
The above opinions are difficult to generalize as they were obtained from a small number. Even so, it is necessary to determine the causes for the change in perception of instructors, who had sufficient experience in CPR training, before and after the experiment. The biggest reason is presumed to be the higher cognitive load experienced by instructors, who have more to manage and pay attention to in online education than face-to-face classes. For example, showing the feedback data of all students on the screen of a small mobile device results in significant fatigue. The instructors found the app more comfortable when information was presented in intuitive colors or semantically. Some of the functions identified as essential by the instructors during the interview were not used in reality. This was because the instructors were recruited based on their CPR education experience, not their experience in remote education. The impact of online education on the elements necessary for general CPR education may not have been sufficiently considered. Thus, when designing functions related to CPR and other medical skill education, the perspectives of various users must be taken into account.