# Digital Content Creation Tools: American University Teachers' Perception
## 3 Results
### Quantitative Variables
\begin{table}
\begin{tabular}{c c c c c c c c c c c c} \hline \hline \multirow{2}{*}{**Item**} & \multicolumn{2}{c}{**Arts**} & \multicolumn{2}{c}{**Science**} & \multicolumn{2}{c}{**Health**} & \multicolumn{2}{c}{**Social Sci.**} & \multicolumn{2}{c}{**Engineering**} & \multirow{2}{*}{**MANOVA**} & \multirow{2}{*}{\(p\)**-Value**} \\ \cline{2-2} \cline{5-12}  & **M.** & **F.** & **M.** & **F.** & **M.** & **F.** & **M.** & **F.** & **M.** & **F.** & \\ \hline Knowledge & 3.05 & 3.47 & 3.30 & 3.43 & 3.60 & 3.18 & 3.48 & 3.46 & 3.60 & 3.32 & 1.4919 & 0.2049 \\ Training & 3.20 & 3.66 & 2.80 & 3.13 & 2.80 & 3.25 & 3.35 & 3.23 & 3.23 & 3.29 & 0.8164 & 0.5156 \\ Adaptability & 3.65 & 3.76 & 3.50 & 3.80 & 3.40 & 3.57 & 3.84 & 3.61 & 3.87 & 3.79 & 0.7139 & 0.5831 \\ Accessibility & 3.40 & 3.47 & 3.70 & 3.43 & 2.80 & 3.50 & 3.39 & 3.59 & 3.50 & 3.76 & 0.7692 & 0.5461 \\ Performance & 4.20 & 4.55 & 3.90 & 4.57 & 4.00 & 4.36 & 4.39 & 4.32 & 4.37 & 4.71 & 1.9015 & 0.1104 \\ Motivation & 4.20 & 4.66 & 4.40 & 4.63 & 4.20 & 4.50 & 4.55 & 4.48 & 4.50 & 4.82 & 1.4450 & 0.2194 \\ Evaluation & 3.95 & 4.39 & 3.90 & 4.23 & 4.40 & 4.29 & 4.16 & 4.09 & 4.17 & 4.59 & 1.3064 & 0.2679 \\ \hline \hline \end{tabular}
\end{table} 
Table 13: Mean values of the different items of the Likert scales and MANOVA statistics when differentiated by area of knowledge and gender (where M. means male and F. means female). \begin{table}
\begin{tabular}{c c c c c c c c c c c} \hline \hline \multirow{2}{*}{**Item**} & \multicolumn{2}{c}{**Graduate**} & \multicolumn{2}{c}{**Master**} & \multicolumn{2}{c}{**Ph.D.**} & \multirow{2}{*}{**MANOVA**} & \multirow{2}{*}{\(p\)**-Value**} \\ \cline{2-2} \cline{5-12}  & **Male** & **Female** & **Male** & **Female** & **Male** & **Female** & & \\ \hline Knowledge & 3.41 & 3.49 & 3.47 & 3.37 & 3.25 & 3.36 & 0.4270 & 0.6529 \\ Training & 3.47 & 3.29 & 3.14 & 3.27 & 3.15 & 3.45 & 0.7131 & 0.4910 \\ Adaptability & 3.94 & 3.68 & 3.73 & 3.71 & 3.65 & 3.68 & 0.4478 & 0.6395 \\ Accessibility & 3.59 & 3.41 & 3.25 & 3.70 & 3.30 & 3.36 & 2.1393 & 0.1197 \\ Performance & 4.29 & 4.37 & 4.34 & 4.49 & 4.05 & 4.59 & 1.9527 & 0.1439 \\ Motivation & 4.53 & 4.49 & 4.44 & 4.62 & 4.30 & 4.68 & 1.2747 & 0.2812 \\ Evaluation & 4.47 & 4.46 & 4.08 & 4.26 & 3.85 & 4.23 & 0.7007 & 0.4971 \\ \hline \hline \end{tabular}
\end{table} 
Table 14: Mean values of the different items of the Likert scales and MANOVA statistics when differentiated by academic level and gender. \begin{table}
\begin{tabular}{c c c c c c c c c c c c c} \hline \hline \multirow{2}{*}{**Item**} & \multicolumn{2}{c}{**Arts**} & \multicolumn{2}{c}{**Science**} & \multicolumn{2}{c}{**Health**} & \multicolumn{2}{c}{**Social Sci.**} & \multicolumn{2}{c}{**Engineering**} & \multirow{2}{*}{**Bartlett’s**} & \multirow{2}{*}{\(p\)**-Value**} \\ \cline{2-2} \cline{5-12}  & **M.** & **F.** & **M.** & **F.** & **M.** & **F.** & **M.** & **F.** & **M.** & **F.** & \\ \hline Knowledge & 0.89 & 0.76 & 1.16 & 0.86 & 1.14 & 0.77 & 0.72 & 0.89 & 0.93 & 0.91 & 6.5902 & 0.6797 \\ Training & 1.15 & 0.88 & 0.79 & 0.82 & 0.45 & 1.00 & 0.98 & 1.21 & 0.97 & 1.19 & 13.989 & 0.1227 \\ Adaptability & 1.09 & 0.63 & 0.53 & 0.96 & 0.89 & 0.88 & 0.82 & 0.91 & 0.86 & 0.81 & 12.595 & 0.1818 \\ Accessibility & 1.19 & 0.73 & 1.16 & 1.07 & 0.45 & 0.79 & 0.95 & 1.04 & 1.11 & 0.96 & 14.515 & 0.1056 \\ Performance & 1.06 & 0.60 & 0.88 & 0.57 & 0.71 & 0.62 & 0.67 & 0.79 & 0.61 & 0.46 & 24.888 & 0.0031 \\ Motivation & 1.11 & 0.53 & 0.52 & 0.56 & 0.84 & 0.58 & 0.57 & 0.85 & 0.57 & 0.39 & 44.842 & 0.0000 * \\ Evaluation & 1.15 & 0.68 & 0.88 & 0.86 & 0.89 & 0.71 & 0.69 & 0.94 & 0.70 & 0.82 & 13.803 & 0.1295 \\ \hline \hline \end{tabular}
\end{table} 
Table 15: Standard deviations of the different items of the Likert scales and Bartlett test statistics when differentiated by area of knowledge and gender. In the rest of the areas, it is females who express themselves with less unanimity and it is to them, therefore, that we must attribute a greater weakness in the formation of the concepts.