Usability Analysis using Principal Component Analysis (PCA) Method for Online Fish Auction Application

Ermatita, Ermatita; Isnainiyah, Ika Nurlaili; Yulnelly, Yulnelly; Balqis, Amalia Nurul

doi:10.1109/icimcis48181.2019.8985225

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…The Principal Components factor Analysis (PCA) with Varimax Rotation (Allen, 2017;Brown, 2019) was used to analyze the survey items to determine its reliability and adequacy in measuring the research constructs and objectives. The results of the PCA analysis shows that the survey items where valid and reliable (adequate) for testing the research constructs; with Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) = 0.690, Bartlett's Test of Sphericity = 7748.76, and significant value p = 0.000, where Eigenvalue > 1, (Ermatita et al, 2019;Frost, 2021;Goni et al, 2020;Sevincer et al, 2017). It is important to mention that the last question in the survey (Item 37) was a text-based open comment question, "In your opinion, what are the obstacles or challenges to using digital technologies for 27,28,29,30,31,32,33,34,35,36 Ranked Likert, Multiple-choice 0.704 3994.27 0.000* teaching-learning in higher education in LATAM?…”

Section: Research Instrumentmentioning

confidence: 98%

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

et al. 2022

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Digital technology and literacy can heighten the transformation of teaching and learning in higher education institutions (HEIs). This study uncovers the extent to which digital technologies have been used to advance the teaching and learning process in HEIs, and the barriers and bottlenecks to why it may not have been effectively implemented across the HEIs. The study used nine selected countries in Latin America (LATAM) based on the main focus of the educators, commercial, and financial investors; to show the level of impact/implications of computer technologies on the teaching and learning processes. We applied a two-step (mixed) methodology (through a quantitative and qualitative lens) for the research investigation, using data collected from survey we administered to faculty members in HEIs across the different countries in LATAM. In turn, we implemented a Text Mining technique (sentiment and emotional valence analysis) to analyze opinions (textual data) given by the participants to help determine challenges and obstacles to using the digital technologies for teaching and learning in the region. Quantitatively, we applied a Kruskal–Wallis H-test to analyze the collected multiple choice and ranked items in the questionnaire in order to identify prominent factors that consummately influence the reach, barriers, and bottlenecks, and where the differences may lie across the different LATAM countries. The results show that the users upheld the emphasis on lack of training, infrastructures and resources, access to internet and digital platforms, as the main challenges to the teaching–learning process. The study also empirically discussed and shed light on critical factors the HEIs, particularly in LATAM, should resolve and adopt in support of the decision-making strategies, operational policies and governance, financial investments, and policymaking, at a time when “digital technologies” have become an inevitable and indispensable part of education and learning.

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Section: Research Instrumentmentioning

confidence: 98%

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

et al. 2022

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“…The Principal Components Factor Analysis (PCA) with Varimax Rotation (Allen,2017;Brown, 2019) was used to analyze the different items in the MOOCs and MFD Survey data to determine its reliability and adequacy in answering the research questions and objectives as reported in Table 1. The results of the PCA analysis (Table 1) shows that the different items we have used for the study were valid and reliable (adequate) for answering the research questions and objectives, with Reliability statistics outlined as follows; Students MFD Survey (KMO = 0.563, Bartlett's Test = 643.53, p = 0.000), Teachers MFD Survey (KMO = 0.565, Bartlett's Test = 369.53, p = 0.000), Coursera (KMO = 0.669, Bartlett's Test = 156,144.76, p = 0.000), edX (KMO = 0.500, Bartlett's Test = 125.22, p = 0.000), where Eigenvalue > 1, KMO = Kaiser-Meyer-Olkin Measure of Sampling Adequacy (Ermatita et al, 2019;Frost, 2020;Goni et al, 2020;Sevincer et al, 2017).…”

Section: Research Instrument and Statisticsmentioning

confidence: 99%

Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

et al. 2021

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The COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

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Test of Normality and Reliability of Data in R

Okoye,

Hosseini

2024

R Programming

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Usability Analysis using Principal Component Analysis (PCA) Method for Online Fish Auction Application

Cited by 3 publications

References 6 publications

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

Test of Normality and Reliability of Data in R

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