# Education Mobility as a Service: A Study of the Features of a Novel Mobility Platform
## 6 Discussion  
The research revealed that the specific features relevant for creating a mobility platform belong to four categories: competence acquisition, pedagogy, organization, and technology. In order to acquire competencies, a future-oriented approach should be taken into account. Gamified activities are preferred by students in the pedagogy category. The platform should be organized so that students could find the job opportunities and training relevant to their interests. Technology-wise, 2D and 3D solutions should be combined because this would make the platform versatile. To conclude the research, it can be stated that student perception of technology-diverse, future-oriented activities is a major trend in creating similar purposeful tools. \begin{table}
\begin{tabular}{l l l} \hline \hline
**Word** & **Count** & **Weighted Percentage (\%)** \\ \hline difficult & 8 & 3.64 \\ nothing, technical & 5 & 2.27 \\ boring, graphics, incomprehensible, uninteresting & 4 & 1.82 \\ long & 3 & 1.36 \\ complicated, errors, functions, hard, hours, interface, jamming, language, load, material, monotonous, old, organization, poor, problems, slow, unclear & 2 & 0.91 \\ \hline \hline \end{tabular}
\end{table} 
Table 6: Display of the 25 most frequent items (discouragement from using the platform). The research has numerous limitations. They include the choice of the research method, the manner of analysis of the research data, as well as the geographical location of the respondents. Regarding the research method, conducting categorized interviews with open-ended questions provided a research material which was then elaborated by the Nvivo Word Frequency Query. This kind of data treatment based on the statistical appearance of particular words aimed to reveal a general tendency in thinking of specific features of a novel mobility platform in terms of competencies, pedagogy, organization, and technology. Such a cross-sectional nature of the data is the key limitation of the study. The interpretation of the obtained research data was also limited by the researchers' views and connotations arising from the identified words. The geographical location of the respondents could also limit the study. Students from two universities from one country may have a similar distance learning experience, which may be a result of common regulations imposed by the national legal system. The authors plan to discuss the implications for generalizability and suggest future research directions to address these limitations. Regarding future research directions, the same user experience research approach could be applied to a group of teachers and administrative personnel involved in distance education. Moreover, the methods of research can be extended. Apart from interviews and Nvivo analyses, studies on usability attributes [42], eye-tracking usability research [43], web user navigation patterns [44] can support such studies. The involved technology, such as artificial intelligence to individualize learning and facilitate reporting [45], a knowledge grid model designed to distribute and manage knowledge resources efficiently [46] to enhance the organization of learning, even full immersion provided by a specific virtual reality infrastructure [47], can be considered an extension of technological solutions. Everything depends on available resources, requirements, and educational needs. The results of implementing education mobility as a service (EMaaS) have significant implications for policymakers and education providers, particularly in terms of enhancing access, flexibility, and quality of education. For policymakers, EMaaS presents an opportunity to address educational disparities and promote lifelong learning by providing learners with greater access to educational opportunities, particularly in underserved or remote areas.