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

#### **Figure 8.**

*Students' perception of the disadvantages of digital education.*

search for quantities that the respondent considers Mandatory, Attractive, and One-dimensional. **Table 2** presents the results based on the Kano model.

Based on the Kano model, we can see that most of the investigated parameters did not affect students in the process of digital education, they were Indifferent (I). Students perceive *Lower transportation costs* as an Attractive (A) parameter. However, they perceive *Internet connection* during digital education in contradictory ways (R).

Even though distance digital education did not significantly affect students' attitudes toward education, students perceive the *Interactivity* and *Efficiency* of this type of education as Mandatory requirements (M). The *Flexibility* of education is perceived as Attractive (A). The other parameters are presented by the opposite attitude – as Reverse (R). This means that students do not perceive digital education through parameters such as *Interesting*, *Fun*, *Communication*, and they also perceive the *Activity of teachers* and *students* in the same contradictory way. On the contrary, the Attractive (A) parameter is the improvement of their *skills* in the digital environment. Attractive attributes increase satisfaction exponentially and have the most significant impact.

Other advantages perceived as One-dimensional (O) are S*ufficient technical* and S*ufficient software equipment*. For students, these attributes represent a linear relationship between their expectations and satisfaction. Attractive parameters (A) were *Faster communication* and *Lower material costs*. On the other hand, they perceive *Social contact* in addition to *Internet connection* to be significantly contradictory – Reverse (R).

3D visualization (**Figure 9**) of the multivariate analysis of the Kano model results points to the differences in the influence of individual investigated parameters at individual grades of study (from the 1st year of bachelor's degree to the last year of the Master degree). 3D visualization presents the impact of the current year of study on the perception of education in the parameters: *Fun*, *Faster*, *Communication*, *Work with text*,*Time management,* and *Sufficient software equipment*. Other investigated parameters (**Figure 9**) have maintained the same perceptions within the grades of study. Both in the overall results and within individual grades of study, students perceive *Social communication* and *Internet connection* negatively – Reverse (R).


#### **Table 1.**

*Drivers and inhibitors of digital education in Slovakia.*

Interesting results can be observed, for example, with parameter *Active students*, where with a higher grade, student activity decreases from Attractive (A) to not having an impact - Indifferent (I). The opposite effect can be observed in the parameter *Search and convey information*, which changes from One-dimensional (O) to mustbe (M) as the grade increases. Equally significant changes can be observed in

