# Digital Content Creation Tools: American University Teachers' Perception
## 3 Results
### Quantitative Variables
Consequently, age cannot be taken, within each gender, as a variable that significantly affects the perception of the teachers surveyed on the use of DCC tools. \begin{table}
\begin{tabular}{c c c c c c c c} \hline \hline  & **Knowledge** & **Training** & **Adaptability** & **Accessibility** & **Performance** & **Motivation** & **Evaluation** \\ \hline Gender & \(-0.0149\) & \(0.0594\) & \(-0.0305\) & \(0.1024\)\({}^{\star}\) & \(0.1380\)\({}^{\star}\) & \(0.1416\)\({}^{\star}\) & \(0.1292\)\({}^{\star}\) \\ \hline Age & \(-0.1724\)\({}^{\star}\) & \(-0.1098\) & \(0.2514\) & \(-0.0322\) & \(-0.0832\) & \(-0.0854\) & \(-0.0977\) \\ \hline Area & \(0.0518\) & \(-0.0380\) & \(0.0544\) & \(0.0860\) & \(0.0278\) & \(0.0585\) & \(0.0433\) \\ \hline Exp. & \(-0.0583\) & \(-0.0210\) & \(-0.0498\) & \(-0.0884\) & \(-0.0455\) & \(-0.0649\) & \(-0.0785\) \\ \hline Level & \(-0.0410\) & \(0.0014\) & \(-0.0265\) & \(-0.0505\) & \(0.0571\) & \(0.0448\) & \(-0.1178\)\({}^{\star}\) \\ \hline \hline \end{tabular} \({}^{\star}\)_p_ \(<\) 0.05.  
\end{table} 
Table 6: Spearman’s r coefficients when crossing all quantitative dependent variables with all independent variables. \begin{table}
\begin{tabular}{c c c c c c c c} \hline \hline  & **Knowledge** & **Training** & **Adaptability** & **Accessibility** & **Performance** & **Motivation** & **Evaluation** \\ \hline Mean & 3.40 & 3.28 & 3.72 & 3.48 & 4.41 & 4.55 & 4.23 \\ St.D. & 0.86 & 1.03 & 0.85 & 0.99 & 0.70 & 0.67 & 0.84 \\ \hline \hline \end{tabular}
\end{table} 
Table 5: Mean values and standard deviations of the different items of the Likert scales. \begin{table}
\begin{tabular}{c c c c c c c c c c c c} \hline \hline \multirow{2}{*}{**Item**} & \multicolumn{2}{c}{**25-34 Years**} & \multicolumn{2}{c}{**35-44 Years**} & \multicolumn{2}{c}{**45-54 Years**} & \multicolumn{2}{c}{**55-64 Years**} & \multicolumn{2}{c}{**65-74 Years**} & \multirow{2}{*}{**Barflletf’s**} & \multirow{2}{*}{_p_**-Value**} \\ \cline{2-2} \cline{5-11}  & **M.** & **F.** & **M.** & **F.** & **M.** & **F.** & **M.** & **F.** & **M.** & **F.** & **K-Squared** \\ \hline Knowledge & 0.82 & 0.74 & 1.02 & 0.78 & 0.92 & 0.85 & 0.74 & 0.94 & 0.66 & 1.16 & 7.8716 & 0.5471 \\ Training & 1.27 & 1.08 & 1.25 & 1.05 & 0.83 & 1.05 & 0.79 & 1.02 & 0.88 & 1.19 & 8.2311 & 0.5110 \\ Adaptability & 0.76 & 0.96 & 0.92 & 0.71 & 0.93 & 0.86 & 0.75 & 0.85 & 0.64 & 0.89 & 7.0018 & 0.6369 \\ Accessibility & 0.90 & 0.74 & 1.12 & 1.01 & 1.09 & 0.86 & 1.02 & 1.05 & 1.12 & 0.00 & 7.6912 & 0.5655 \\ Performance & 0.53 & 0.64 & 0.68 & 0.63 & 0.90 & 0.62 & 0.68 & 0.77 & 0.65 & 0.74 & 9.7801 & 0.3686 \\ Motivation & 0.53 & 0.68 & 0.64 & 0.70 & 0.87 & 0.56 & 0.59 & 0.63 & 0.51 & 0.74 & 11.850 & 0.2219 \\ Evaluation & 0.79 & 0.74 & 0.60 & 0.89 & 0.98 & 0.70 & 0.74 & 0.89 & 0.76 & 1.41 & 16.015 & 0.0666 \\ \hline \hline \end{tabular}
\end{table} 
Table 10: Standard deviations of the different items of the Likert scales and Bartlett test statistics when differentiated by age range and gender (where M. means male and F. means female). \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Scale** & **Male** & **Female** & **Student’s \(t\)** & _p_**-Value** \\ \hline Knowledge & 3.42 & 3.39 & 0.2179 & 0.8277 \\ Training & 3.20 & 3.32 & \(-0.9414\) & 0.3476 \\ Adaptability & 3.75 & 3.70 & 0.4721 & 0.6374 \\ Accessibility & 3.32 & 3.56 & \(-1.8305\) & 0.0689 \\ Performance & 4.27 & 4.48 & \(-2.3073\) & 0.0223 * \\ Motivation & 4.43 & 4.61 & \(-2.0637\) & 0.0405 * \\ Evaluation & 4.10 & 4.30 & \(-1.8376\) & 0.0677 \\ \hline \hline \end{tabular}
\end{table} 
Table 7: Mean values of the different items of the Likert scales and t-test statistics when differentiated by gender.