Key Factors in the Implementation of the Internet of Things in the Hotel Sector

et al. 2022

Sustainability

Self Cite

Between two possible practices when supervising a remote synchronous evaluation, during the COVID-19 pandemic, the majority of Spanish universities opted for the use of videoconferences with audio and active video, instead of implementing e-proctoring. Thus, in order to analyze the reasons for this non-implementation and take measures so that its use can be extended in the Spanish university system, this study focused on identifying the critical factors in the decision of Spanish universities to accept and implement e-proctoring as a method of remote supervision. For this, a causal study was carried out using the methodology of fuzzy cognitive maps, and the data obtained were processed through the FCMappers tool. This allowed a glimpse of the key role played by students in this non-implementation (who alleged the non-possibility of having the resources necessary for the use of e-proctoring and the violation of privacy that the use of this tool entailed) and highlighted the role of the “pressure or incentives from government” factor if these allegations are to be eliminated and if e-proctoring is to be implemented in Spanish universities.

Section: Methodsmentioning

confidence: 99%

Key Factors in the Implementation of E-Proctoring in the Spanish University System

et al. 2022

Sustainability

Self Cite

“…The number of interviewees in this type of study is considered optimal when new factors no longer appear as interviews are carried out (Özesmi & Özesmi, 2004). This means that there are studies (that use fuzzy cognitive maps as methodologies) with 45 (Carley & Palmquist, 1992), 41 (J. C. Infante-Moro, 2017), 40 , 29 (Carley & Palmquist, 1992), 8 (González-González, Infante-Moro, & Infante-Moro, 2020A. Infante-Moro, Infante-Moro, & Gallardo-Pérez, 2021d, 7 (Gutierrez et al, 2015) and up to 4 interviewees (Abreu, Tenezaca, & Mariño, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…Since their appearance, technologies have been incorporated into many sectors of society (Abad-Segura, Infante-Moro, González-Zamar, & López-Meneses, 2021;Domingo-Carrillo, González-Rodríguez, & Chávez-Miranda, 2020;Haurech & Red-Martinez, 2020;A. Infante-Moro, Infante-Moro, & Gallardo-Pérez, 2021c, 2021dA. Infante-Moro, Martínez-López, Infante-Moro, García-Ordaz, & Gallardo-Pérez, 2020;Ortiz-Cortés & Pacheco-Cortés, 2020), completely changing the image of these sectors and providing a series of advantages that were unattainable without the appearance of these tools.…”

Section: Literature Reviewmentioning

confidence: 99%

Key Factors in the Success of Virtualization of Teaching in Spanish Universities During the COVID-19 Pandemic

J. New Approaches Educ. Res.

2022

Self Cite

The virtualization of university teaching in Spain caused by the pandemic was a success, but the urgent nature of the transition from face-to-face teaching to online teaching meant that some peculiarities that should have been taken into account were omitted. Thus, in order to find out and analyze the factors causing the success of this virtualization and take measures to address the weak points of this process as teachers may want to maintain the use of online teaching as support for their face-to-face teaching, these factors were located through a literature review and were classified according to their level of importance in this success through a causal study carried out with the methodology of fuzzy cognitive maps. The results achieved indicated the determining factors in students, involving their attitude, aptitude and predisposition, which are factors where the work of the teacher is of main relevance (as it exerts the greatest influence on these factors). For this reason, technological attitude and aptitude, teaching style, and the creation and structuring of content should be reinforced in teachers.

“…The number of interviewees in a study that uses a fuzzy cognitive map is fixed according to the number of new influencing factors per interview [ 79 , 80 ]; that is, the number of interviewees is adequate from the moment the interviewees stop providing new factors (to those provided by previous interviewees) to the system. This means that there was no predetermined number of interviewees, and that studies could have varying sample sizes: 45 [ 81 ], 41 [ 82 ], 30 [ 83 , 84 ], 29 [ 81 ], 8 [ 85 , 86 ] or 7 [ 74 ] and up to 4 experts [ 87 ]. In this study, the number of interviewees was set at 40 to give the results the greatest possible significance despite the fact that none added new factors, and this number could have been lower.…”

Section: Methodsmentioning

confidence: 99%

“…The incorporation of electronic devices is at a high level in all areas of society [ 6 , 7 , 8 , 9 , 10 , 11 ], including education [ 12 , 13 , 14 , 15 , 16 , 17 , 18 ], both in their number and in their use by citizens [ 19 , 20 , 21 , 22 , 23 , 24 ]. Teaching is one area where great technological advances have been made, and these tools were already in use before the pandemic: massive open online courses (MOOCs) [ 25 , 26 ], online social networks [ 27 , 28 , 29 ], multimedia tools [ 30 , 31 ], virtual reality [ 32 ], robotics [ 33 ] and mobile phones [ 34 , 35 , 36 , 37 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Motivational Factors in the Use of Videoconferences to Carry out Tutorials in Spanish Universities in the Post-Pandemic Period

et al. 2021

IJERPH

Self Cite

Many of the tools used for virtual teaching during the pandemic had not been used previously, but they could continue to be used when traditional teaching returns. For this reason, this study focused on locating the key motivational factors for the possible continuation of the use of one of these tools, videoconferencing, to carry out tutorials in Spanish universities as a complement to face-to-face tutorials. For this, a literary review was conducted to obtain a list of motivational factors that may influence teachers to continuing using it, and a causal study was performed with university professors (through fuzzy cognitive maps) to identify the causal relationships among these factors and classify them by their relevance in making a decision. The most influential factors are intention, attitude and perceived compatibility with how tutorials are given, and the negative factors include quality management and trust.