**2. Methodology**

The methodology is based on the questioning of Slovak students. The sample consisted of 112 students in the Slovak Republic. The survey was carried out through a questionnaire consisting of several parts, such as identification data and questions focused on experiences with digital education. The questions related to digital education focused on three areas: education, skills, and others. Each area contained several parameters. The questioning was implemented electronically. The surveyed questionnaires were processed into the database and primary evaluated quantitatively.

When investigating various quantities, it is advisable to monitor not only quantitative quantities but also their qualitative parameters. Here we encounter satisfaction with the investigated quantity, which is appropriate to confront the experiential feeling and its conformity or non-conformity with the expectation. The issue of defining individual quantities has been studied by several authors, who are basically based on the theory of different perceptions of the parameters of the investigated object (product) derived from two-factor motivation while varying the conceptual apparatus for the requirements of the investigated object. There are several reasons why it is necessary to monitor the satisfaction of the end users of the studied subject, not only at the corporate or macroeconomic level but also – as in our case, in the process of digital education. Here, we used the Kano model, which, as reported by Ji et al. [30] with its application qualifies the qualitative functions of development in connection with the logical priorities of stakeholders [31, 32]. As part of the methodology using the Kano model, the questions were formulated in such a way as to capture the reactions of students from a positive point of view, but also from a negative point of view on the issue being addressed. For each question, the student had the opportunity to express agreement or disagreement with the given question on a Likert scale.

After the implementation of the survey through the inquiry, the database was created. The data were first evaluated quantitatively, through descriptive statistics and then based on the Kano methodology. For each investigated parameter, the individual answers to the positively and negatively posed question were separately evaluated through the cross rule of the KANO model. Hereby, we have identified the perception of students and their requirements within the framework of digital education, such as Attractive (A), Mandatory (M), Reverse (R), One-dimensional (O), Ambiguous (Q), or have no influence - Indifferent (I).

Individual categories of product requirements that have an impact on customer satisfaction can be characterized according to Chen et al. [33] as follows:

• Mandatory requirements (M) are considered natural and are automatically expected by customers.

*Perceptions of Digital Education to Accelerate the Flow of Knowledge DOI: http://dx.doi.org/10.5772/intechopen.111916*


In addition to the above categories of product requirements, the Kano model also identifies the ambiguous, or so-called Questionable requirements (Q). These express a questionable result, which is related to either incorrectly worded questions or a misunderstanding of the question on the part of the respondents.

The determined survey objective is to monitor the clusters of information flows in digital education in Slovakia from the point of view of the investigated parameters. Data were processed in the STATISTICA program using cluster analysis.
