RV COLLEGE OF ENGINEERING, BENGALURU-59

(Autonomous Institution Affiliated to VTU, Belagavi)

SMOKE DETECTORS

ASSIGNMENT REPORT
METROLOGY AND MEASUREMENT
III SEMESTER
 RISHANK R J (1RV20IM041)
DHANYATA N (1RV20IM013)

INDUSTRIAL ENGINEERING AND MANAGEMENT

RV COLLEGE OF ENGINEERING.
FEBRUARY 2022
ACKNOWLEDGEMENT

We would like to express our special thanks of

gratitude to our respected teacher, Mrs. Nandini
and our honorable HOD, Dr. Nagendra Gupta, who
gave us the golden opportunity to do this project
on the topic smoke detectors.
It helped us in doing a lot of research and we
learnt about a lot of things related to this topic.
We would finally render our thanks to our
classmates who have supported us morally
through this project.

CONTENTS
INTRODUCTION
A smoke detector is a sensor that detects smoke as a primary indication
of fire. It provides a signal to a fire alarm system in a large building, or
produces an audible and visual signal locally in a room or a home.
Smoke detectors are usually housed in a small, round shaped plastic
case, and placed at the roof where there are risks of fire or fire hazards.

It is an electronic fire-protection device that automatically senses the

presence of smoke, as a key indication of fire, and sounds a warning to
building occupants. Commercial and industrial smoke detectors issue a
signal to a fire alarm control panel as part of a building's central fire
alarm system

They are particularly useful in those situations where the fire is likely to
generate a substantial amount of smoke before temperature changes are
sufficient to actuate a heat detection system and before a fire eye will
detect a flame. Smoke detectors use a photoelectric beam between a
receiving element and light source. If smoke obscures the beam an alarm
is sounded. There are also refraction-type models that measure the light
changes that occur within the instrument when smoke particles enter it.
A Smoke Detector is a smoke sensing device that indicates fire. Smoke
Detectors are very common in homes, offices, schools and industries.
Smoke Detectors are very useful devices as the damage caused by fire
accidents is catastrophic.
Now a days, smoke detectors and smoke alarms are very cheap as its
usage is increasing and cost of manufacturing is decreasing. In this
project, we are implementing a simple Smoke Detector Circuit using
simple hardware.
Using a Gas/Smoke sensor for detecting smoke.

They provide an early signal to the presence of smoke, so you and your
loved ones can get to safety or prevent the fire from spreading.There are
two main types of smoke detectors: photoelectric and ionization. When
smoke enters the detector chamber, a photoelectric type detects sudden
scattering of light, whereas an ionization type detects the change of
electrical current flow that triggers the signal - indicating the presence of
smoke.

Smoke detectors have an average life of about 10 years. Detectors need

to be tested periodically and the batteries changed when required.
Ionization types contain radioactive material called Americium. The
amount of radiation from Americium, generally, is not harmful, but
intake through the mouth or inhalation by children may cause health
issues. When used at home, some detectors use both technologies in
combination with heat detectors to be more accurate.

Smoke detector is a device used to warn occupants of a building of the

presence of a fire before it reaches a rapidly spreading stage
and inhibits escape or attempts to extinguish it. On sensing smoke the
detectors emit a loud, high-pitched alarm tone, usually warbling
or intermittent, and usually accompanied by a flashing light. There are
two types of smoke detector: photoelectric and
ionization. Photoelectric smoke detectors utilize a light-sensitive cell in
either of two ways. In one type, a light source, e.g., a small spotlight,
causes a photoelectric cell to generate current that keeps an alarm circuit
open—until visible particles of smoke interrupt the ray of light, breaking
the circuit and setting off the alarm. The other photoelectric detector,
widely used in private dwellings, employs a detection chamber shaped
so that the light-sensitive element cannot ordinarily “see” the light
source (usually a light-emitting diode [LED]). When particles of smoke
enter a portion of the chamber that is aligned with both the LED and the
photocell, the particles diffuse or scatter the light ray so it can be “seen”
by the photocell. As a result, a current is generated by the light-sensitive
cell and the alarm is triggered.

`Ionization detectors employ radioactive material—in quantities so tiny

they are believed to pose no significant health hazard—to ionize the air
molecules between a pair of electrodes in the detection chamber. This
enables a minute current to be conducted by the ionized air. When
smoke enters the chamber, particles attach themselves to ions and
diminish the flow of current. The reduction in current sets off the alarm
circuit.
TYPES OF SMOKE DETECTORS
Ionization Smoke Detectors
This type of smoke detector uses ionized particles to detect the presence
of smoke. Each ionization smoke detector holds a tiny amount of
radioactive material, which is placed between two electrically charged
plates. The reaction between these components causes the ionization of
air. This in turn creates a current between the two plates.

When smoke gets into the detector, the current is disrupted and the alarm
is triggered. Ionization smoke detectors are know to work better with
flaming fires—these are fires with aggressive, open flames. Their
effectiveness with other types of fires, such as smoldering fires, isn't as
great. That is why we have another type of smoke detector.
Ionization smoke detectors consists of two electrodes and an ionization
chamber filled with ions. When there is no smoke, the ions move freely
and the electrodes conduct normally.
In the presence of smoke, the chamber is filled with smoke and
interrupts the movement of ions. The electrodes do not conduct
anymore. Depending on the type of sensor and manufacturer, the
conductivity conditions may change but the idea remains the same.
They are generally more responsive to flaming fires.
Ionization-type smoke alarms have a small amount of radioactive
material between two electrically charged plates, which ionizes the air
and causes current to flow between the plates. When smoke enters the
chamber, it disrupts the flow of ions, thus reducing the flow of current
and activating the alarm.
Ionization smoke alarms feature electrodes that continuously conduct
low-level electrical current through ionized air. Smoke particles that
enter the ionized air disrupt this current, triggering the alarm.
Ionization sensors can detect smaller, less visible fire particles sooner
than photoelectric alarms. These are better at responding to flaming
fires.

Photoelectric Smoke Detectors

The second most popular type of smoke detectors are photoelectric
detectors. Unlike ionization detectors, these detectors use a light source
and a light sensor to detect smoke.

Once the smoke enters the detection chamber, the smoke particles
block the light beam and partially reflect light onto the sensors. This in
turn trips the alarm.

Since many smouldering fires fill the room with dangerous fumes and
smoke way before progressing to the open-flame stage, these types of
detectors tend to be better at early detection.

Optical smoke detectors consist of a light source like LED and a light
detector like photocell.
The photocell conducts as long as the light falls on it. When there is
smoke, the light from the source is interrupted and the photocell doesn’t
conduct.

Photoelectric smoke alarms are generally more responsive to fires that

begin with a long period of smoldering (called “smoldering fires”).
Photoelectric-type alarms aim a light source into a sensing chamber at an
angle away from the sensor. Smoke enters the chamber, reflecting light
onto the light sensor; triggering the alarm.
Photoelectric alarms detect smoke using a light sensor and light beam.
Ordinarily, the light beam points away from the sensor. When there’s a
fire, the smoke particles scatter the beam, redirecting some light to hit
the sensor, which triggers the alarm. These alarms may detect larger,
more visible fire particles sooner than ionized sensors. These are better
at responding to smouldering fires.

Both ionization and photoelectric alarms are designed to detect any

house fire, no matter the source. For optimal protection, consider a dual-
sensor smoke alarm that incorporates both technologies.
 3) CORE CONCEPTS:

Human factors affecting blended learning:

Even with the many benefits noted in the field and supported by research,
there are many challenges to note when schools and teachers are first trying to
implement blended learning models. For example, school districts may not be
financially capable of supporting the hardware, software, or network
requirements for implementation. Also, a teacher may feel that he or she is
not comfortable using technology tools.

These factors can be further classified into

External human factors:

• External factors affecting technology are described as those obstacles

that are extrinsic to teachers. This includes equipment or technology
tools, time, physical environments, technical support, and
 administrative and peer support during and throughout the integration
and implementation process.
• Because these barriers are easy to measure and relatively easy to
eliminate, the majority of early integration efforts are focused on
eliminating these barriers.
• Schools and teachers must initially address these issues before blended
learning models can be implemented and often these factors are out of
the classroom teacher's control.

Internal human factors:

• Teachers' personal beliefs play a key role in their pedagogical decisions

regarding whether and how to integrate technology within their
classroom practice. These pedagogical beliefs are described as internal
or second-order barriers.
• Examples of internal or second-order barriers include: beliefs about
teaching, beliefs about computers, established classroom practices, and
unwillingness to change.
• In other words, these internal barriers are deeply rooted in what the
teacher believes his or her classroom, teaching, and students' learning
looks like.

• Teachers' characteristics may influence their attitudes and beliefs about

using technology. Results from research studies suggest that
characteristics such as preservice experiences, gender, and years of
experience may influence teachers' perceptions of second.

• Also, in regards to teachers' education levels, study suggests that

postsecondary courses may not lead to exemplary technology use as
gradually technology has become embedded in our lives
Characteristic Variables of Conceptual model

 Technological Characteristic Variables

 Psychological Characteristic Variables
 Interaction Characteristic Variables

1) Technological Characteristic Variables:

The technology acceptance model has been a theory that is most widely
used to explain an individual’s acceptance of an information system. The
different studies in this area were evaluated to understand the
modifications that were done on this model.

Technological characteristics reflect the extent of users' familiarity with

technological innovations such as LMS and how well they can adapt to
LMS. These characteristics are represented by two variables: control and
attitude

A user's control over the technology they are dealing with, such as LMS, is
directly related to the effectiveness of a learning environment. Learner
control refers to the degree of freedom. The learner control includes
modifying the pace, sequence, and content of instruction in b-learning
environment. The positive attitude of an instructor towards technology will
also impact the degree of effectiveness of an LMS system.

The attitude of instructors in the academic institutions towards LMS use in

teaching is hypothesized to be context specific. The attitude also depends
on the type of LMS, the sociocultural factors of the country, the institutions
and personal experiences of the instructors. Moreover, the student’s
positive attitude towards technology will also impact effectiveness

2) Psychological Characteristic Variables:

Psychological characteristics reflect the personality of people. These

characteristics are typically related to human behavior, thoughts, feelings,
and emotions. These can be categorized into five variables: teaching and
learning styles, self-efficacy, enjoyment, fairness, and usefulness
Teaching and learning styles are a significant factor in learning
effectiveness. Students and faculty may have different teaching and
learning styles that have to be accommodated by the features of the LMS.
Moreover, the student's self-efficacy is also a significant dimension of LMS
effectiveness.

Enjoyment, fairness, and usefulness as dimensions of LMS effectiveness. A

user has to enjoy working with the LMS, as this enjoyment ensures that
they will spend more time with the system, and it will, therefore, be more
successful. Also, when a student enjoys what they are doing, they become
more engaged with their work. In addition, a user has to view the whole
process as fair. The instructor uses fairness in grading, communicating
with students, and providing support and mentorship.

If a student feels that the instructor is unfair by any means, this would
create an unpleasant feeling towards the instructor and perhaps towards
the whole environment. The instructor has to be helpful to the student
beyond merely acting as a source of communication and interaction.
3) Interaction Characteristic variables:

Interaction characteristics reflect the sense of communication between

students and faculty. It shows that enhanced interactions between
instructors and students encourage students to increase participation in the
courses. availability is the primary contributor to a learning system's
effectiveness.

A sense of instructor non-availability may lead the student to a feeling of

isolation and also may affect the student's enthusiasm. The availability
characteristic is linked to the promptness, responsiveness, and
communication ability. The student is not only expected to be available but
also expected to communicate rapidly and clearly during this availability.

The students play the primary role in LMS, which makes the student an
active rather than a passive learner. Students always aim to seek help from
instructors, and the instructor has to guide them in the use of LMS.
Students are enthusiastic about receiving their feedback as soon as
possible, so student should be readily available to provide this response.

Interaction involves any form of contact between the instructor and the
student, including replying to e-mails, questions, and queries via the LMS.
Therefore, the instructor must not only upload and download data to and
from the LMS, but also create an interactive environment with their
students via the LMS and its built-in tools. The instructor should actively
encourage interaction between students with each other through the LMS
will increase their use of the system, which will render the LMS more
effective.
 MODELING AND FRAMEWORK

The following figure shows a proposed conceptual model based on several

models described in the literature and combines multiple factors that were
extracted from the virtual learning environment (VLE) effectiveness model.
Human factors are significant predictors of b-learning effectiveness models,
when these factors are included, they contributors to successful students and
lecturers in improving teaching and learning outcomes. Previous research was
built on older e-learning models that are enhanced with an additional human
dimension. This relationship between the human dimension and the
effectiveness of e-learning and, proposing that previous e-learning experience is
an antecedent for success in future b-learning experiences. Adding a social
factor to their model of effectiveness. Students are the primary actors in any
learning environment, including b-learning environments. Accordingly,
researchers who studied the human dimension found that many characteristics
of students have a direct relationship with the effectiveness of b-learning
environments. The standard conceptual model adopted across the literature
consists of a dependent variable, a mediating variable, and independent
variables.

(a) TECHNOLOGICAL CHARACTERISTICS

Technological characteristics reflect the extent of users' familiarity with

technological innovations such as LMS and how well they can adapt to
LMS. These characteristics are represented by two variables: control and
 attitude. It was founded that a user's control over the technology they are
dealing with, such as LMS, is directly related to the effectiveness of a
learning environment. Learner control refers to the degree of freedom.
The learner control includes modifying the pace, sequence, and content
of instruction in b-learning environment. The positive attitude of an
instructor towards technology will also impact the degree of effectiveness
of an LMS system. The attitude of instructors in the academic institutions
towards LMS use in teaching is hypothesized to be context specific. The
attitude also depends on the type of LMS, the sociocultural factors of the
country, the institutions and personal experiences of the instructors.
Moreover, the student’s positive attitude towards technology will also
impact effectiveness.

(b) PSYCHOLOGICAL CHARACTERISTICS

Psychological characteristics reflect the personality of people. These

characteristics are typically related to human behavior, thoughts, feelings,
and emotions. These can be categorized into five variables: teaching and
learning styles, self-efficacy, enjoyment, fairness, and usefulness.
Students and faculty may have different teaching and learning styles that
have to be accommodated by the features of the LMS. Moreover, the
student's self-efficacy is also a significant dimension of LMS
effectiveness. Self-efficacy is defined as an individual's ability to believe
that they are capable of performing a particular task at the required level.
Subsequently, researchers in the field of information management
systems started introducing definitions of computer self-efficacy. It is
described it as “an individual’s perception of his or her abilities to use
 computers in the accomplishments of a task.” Florence et al. It is
observed that the user’s self-efficacy was positively related to the
outcomes of the e-learning system. Therefore, as long as the user retains
the belief that they can do the job using the LMS, LMS effectiveness will
be positively impacted. It is also described enjoyment, fairness, and
usefulness as dimensions of LMS effectiveness. A user has to enjoy
working with the LMS, as this enjoyment ensures that they will spend
more time with the system, and it will, therefore, be more successful.
Also, when a student enjoys what they are doing, they become more
engaged with their work. It has been found that enjoyment at work is
positively related to career satisfaction and performance and negatively
related to strain and stress. The instructor uses fairness in grading,
communicating with students, and providing support and mentorship. If a
student feels that the instructor is unfair by any means, this would create
an unpleasant feeling towards the instructor and perhaps towards the
whole environment, including the LMS. The instructor has to be helpful
to the student beyond merely acting as a source of communication and
interaction. It is perceived usefulness can be defined as: “The degree to
which a person believes that using a particular system would enhance his
or her job performance”.

(c) INTERACTION CHARACTERISTIC VARIABLES

Interaction characteristics reflect the sense of communication between

students and faculty. We studied b-learning environment with the users'
quality of interaction (QoI) and found that QoI is useful in terms of
developing more dynamic educational strategies and scenarios. It shows
that enhanced interactions between instructors and students encourage
students to increase participation in the courses. A sense of instructor
non-availability may lead the student to a feeling of isolation and also
may affect the student's enthusiasm. The availability characteristic is
linked to the promptness, responsiveness, and communication ability
dimensions mentioned. The student is not only expected to be available
but also expected to communicate rapidly and clearly during this
availability. For instance, after an exam, students expect the instructor to
post the grade on the LMS as soon as possible, discuss the grade, and
give reasonable answers as to why they received that grade. Hence,
promptness is a user characteristic that is linked to the effectiveness of an
LMS. The students play the primary role in LMS, which makes the
student an active rather than a passive learner. Students always aim to
seek help from instructors, and the instructor has to guide them in the use
of LMS. Eom found that user feedback is also a dimension of LMS
effectiveness. Students are enthusiastic about receiving their feedback as
soon as possible, so student should be readily available to provide this
response. Also, it is proposed that support and mentoring are essential for
the effectiveness of a learning system. This support and mentoring may
come in many forms. Some instructors prefer to make a brief presentation
to introduce the LMS used by their course. Others adopt different
practices, such as preparing a manual and uploading it through the LMS.
In all situations, the instructor has to be ready to provide help and support
to their students. It identified that for an organization to succeed in the
technological change process, it has to consider interactions between
different organizational stakeholders. Therefore, the interaction must
occur not only between the instructor and the student, but also between
the student and other students and between the instructor and other
instructors. These forms of interaction will positively affect LMS
effectiveness. Interaction involves any form of contact between the
instructor and the student, including replying to e-mails, questions, and
queries via the LMS. Therefore, the instructor must not only upload and
download data to and from the LMS, but also create an interactive
environment with their students via the LMS and its built-in tools. The
instructor should actively encourage interaction between students with
each other through the LMS will increase their use of the system, which
will render the LMS more effective. This encouragement comes in many
forms; for instance, the instructor might motivate the students to do group
homework and submit it through the LMS, or form study groups to
discuss lectures or reports online.
(A) QUANTITATIVE ANALYSIS AND RESULTS
 DESCRIPTIVE RESULTS

Frequencies and percentages are used to describe demographic data.

Although a sample size between 10 and 100 is sufficient for a multi-
group analysis, a sample size of 40 users, 14 from faculty members
and 25 from students, were selected from the population in this study.
Six colleges and universities participated in the survey and
interviews. The age category of “Older than 34” was the highest
frequency, with a share of 67.9%. For gender, nationality, and
institution, the highest frequencies were occupied by (Male=55%),
(non-Kuwaiti=60.7%), and (Kuwait University=29.9%).
Additionally, for major, academic level, and the number of hours
spent on LMS, the highest frequencies were (Engineering=43%),
(student=70.6%), and (Less than 1 hour=61.4%). Measures of central
tendency such as mean, mode, and median are best used to describe
Likert scale data. Skewness and kurtosis values were obtained to
describe the lack of symmetry compared to a normal distribution
curve and to check whether the data had a peak or reflected flatness
compared to a normal distribution curve.

(B) QUALITATIVE ANALYSIS AND RESULTS

 After emotional coding was implemented, out of the 21 interviewees,
17 seemed to show dissatisfaction with the LMS, either by expressing
their annoyance or by complaining. On the other hand, after the
frequency and word count were run using NVivo 12, many factors
related to interaction, psychology, and technology dimensions
appeared. Some of these factors were already mentioned in previous
literature and were validated in the initial framework. However, this
study’s aim, as mentioned earlier in the qualitative section, was to
search for any new factors. Factors such as brand and training
emerged from the technology dimension. Additionally, factors such
as expectation and need emerged from the psychology dimension.
Moreover, the fairness factor related to the psychology dimension
was never mentioned at all and is accordingly assumed to have a very
low impact; thus, it was deleted from the modified framework.

PROBABLE PROBLEMS

1. Reduced availability of faculty as required by the students

for numerous reasons like doubt clarification, to propose
innovative ideas, etc..
 2. Lack of psychological connection between the teacher and
the learner due to limited encouragement and leniency of
interaction which is the key for connection.
3. Assessment issues mainly for the teachers as it is not a
completely trustworthy platform for tests and exams.
4. Prior training would make the faculty and students better
use of LMS, lack of instructor appropriate training related
to using e-learning technology is one of the main barriers.

CASE STUDY

This study investigated the impact of human factors on the effectiveness of LMS in
a blended learning environment at Kuwait’s HEIs (KHEIs). A deductive approach
was used, and the model was tested for significance through receiving feedback
from the universities’ students and faculty members.
 In addition, an inductive approach was implemented through conducting
interviews to explore more factors related to the effectiveness of LMS. The
inductive approach's results revealed the relevant factors for the usage of the LMS,
such as training, needs, expectations, and branding.

The human factors that positively affect the success and effectiveness of LMS
included attitude, enjoyment, experience, self-efficacy, and promptness, which had
the most substantial impacts on user satisfaction.

Dynamic interactions between the users within LMS in a b-learning environment is

crucial for learning, active participation of the instructor in the forum was found to
be associated with a more student engagement (e.g., module, wiki, blog, forum),
the LMS acts as a bridge between the users. For these reasons, LMS has attracted
significant attention in the higher education field. Due to these benefits, KHEIs
have always been interested in adopting LMS. In Kuwait, LMS was used after
2003.

Kuwaiti universities and colleges are now at different stages of implementing and
managing b-learning modules. A key differentiating factor between KHEIs is their
respective LMS. At prestigious KHEIs, LMSs are emerging as a major method of
delivery for educational content. The two of the most popular LMSs, Blackboard
and Moodle used in Kuwait LMSs. The Kuwait University (KU) installed
Blackboard in 2005. The Australian College of Kuwait (ACK), Kuwait College of
Science and Technology (KCST), Kuwait Technical College (KTC), Box Hill
College, Kuwait (BHCK) and American University of Kuwait (AUK), all used
Moodle as LMS. American International College (AIC) used CANVAS and Gulf
University for Science and Technology (GUST) used PACE. Some KHEIs
developed their own LMSs as the Arab Open University, Kuwait (AOU, Kuwait).

A pragmatic approach was used to achieve this study's primary objective:

analyzing the impact of human dimensions on the effectiveness of LMS used by all
governmental and non-governmental universities and colleges in Kuwait. This
approach was composed of a quantitative and qualitative method.
A quantitative deductive methodology was followed during multiple stages: while
exploring literature theories and models, creating multiple hypotheses, and, finally,
while attempting to provide evidence supporting or rejecting those hypotheses.

Additionally, an inductive, qualitative approach was used to explore additional

factors related to the human dimension of LMS effectiveness. Data were collected
from questionnaires and interviews, analyzed, and organized into a new, improved
LMS model. Randomly selected students and faculty from different majors and
different years at public and private colleges and universities in Kuwait were
selected to constitute the sample.

Results of the study

After emotional coding was implemented, out of the 21 interviewees, 17 seemed to
show dissatisfaction with the LMS, either by expressing their annoyance or by
complaining. On the other hand, after the frequency and word count were run,
many factors related to interaction, psychology, and technology dimensions
appeared. However, this study’s aim, as mentioned earlier in the qualitative
section, was to search for any new factors.

This quantitative research results agreed with the literature and successfully
categorized the factors impacting the effectiveness of LMS according to their
importance. All hypotheses were supported with some significance. Some factors
such as self-efficacy, enjoyment, and usefulness showed strong correlation; hence,
they are expected to have a strong positive impact on the satisfaction that, in turn,
has a strong direct positive impact on effectiveness. Control, attitude, teaching
style, learning style, promptness, had different levels of moderate correlations.
Fairness was the only variable that had a weak correlation. These results are
consistent with previous studies.

The attitude toward technology was found to be the most impactful factor for the
utilization of LMS. It impacts user satisfaction, which is the mediating variable
that increases the effectiveness of an LMS. This finding also seems reasonable and
consistent with the findings of some prior studies. Additionally, enjoyment,
experience, and self-efficacy had the most substantial impacts on user satisfaction.
These factors were extracted from the psychological characteristics. Promptness,
which is related to the interaction characteristics, is the strongest factor impacting
user satisfaction.

Therefore, focusing on the factors identified above will increase user satisfaction
and the effectiveness of an LMS. In addition, it was noticed that fairness, which is
a variable related to the psychological characteristics, had a weak correlation.

Factor analysis results revealed that the cumulative variance is higher than 60%,
and this is considered to be sufficient for the sciences. The 5-factor structure of the
scale accounts for around 71.2% of the total variance. These results show that the
human dimension has a positive impact on the effectiveness of LMSs in a b-
learning environment.

Significantly, Kuwaitis used the LMS for the least number of hours (66%). Also,
business majors (72%), PhD holders (76%), and Kuwait University users (80%)
used the LMS for less than 1 hour.

This research is specific to Kuwait and presents a realistic representation of the

human dimensions of LMSs. Its outcomes augment the body of knowledge on
enhancing and improving the quality of education in Kuwait's educational
institutions through LMS.

Key Observations

Use and effectiveness of LMS can be amplified in universities and colleges all over
Kuwait. HEIs must pay careful attention to the human dimension rather than only
focusing on the technological dimension as they currently do.

Institutions should construct new strategies to accommodate technological,

psychological, and interaction factors. In other words, KHEIs using LMSs must
not solely invest in design issues such as Internet costs or system interfaces,
implementing strategies and tools that enhance the user's self efficacy and
enjoyment will positively affect the success and effectiveness of LMS usage.
KEY LEARNINGS FROM THE TOPIC
In terms of qualitative research, the results come to support quantitative
research and identified new emerging factors. These emerging factors should
have increased focus directed towards them.

The first new emerging factor, training, had 47.6% coverage. Around half of
the sample indicated that prior training, whether customized to their needs or
more general, it would make them better users of the LMS. Also, the
instructors considered that the training is essential in the early stages of the
introduction of the LMS technology. They reported lack of instructor
appropriate training related to using e-learning technology as one of the main
barriers towards e-learning integration. In this regard, universities are
encouraged to consider introducing training strategies and offer multiple
specialist of training sessions/workshops for both students and faculty based
on their background and level of technological skill.

The second factor that emerged from this study was the need or necessity. The
majority of users felt that they did not need LMS software since they either
had a substitute or were not obliged to use it; they would not be motivated to
do so. This finding also seems reasonable and consistent with the findings of
some prior studies. These studies also addressed how organizational culture
may motivate user engagement in b-learning systems.
 CONCLUSION

This research presents a realistic representation of the human

dimensions of LMSs. Its outcomes augment the body of knowledge
on enhancing and improving the quality of education in Kuwait's
educational institutions through LMS. Use and effectiveness of LMS
can be amplified in universities and colleges all over Kuwait, HEIs
must pay careful attention to the human dimension rather than only
focusing on the technological dimension as they currently do.
Institutions should construct new strategies to accommodate
technological, psychological, and interaction factors. In other words,
KHEIs using LMSs must not solely invest in design issues such as
Internet costs or system interfaces, implementing strategies and tools
that enhance the user's self-efficacy and enjoyment will positively
affect the success and effectiveness of LMS usage. To impede the
successful implementation and acceptance towards LMS usage for b-
learning in KHEIs, KHEIs need to pay attention to training and the
selection of the LMS brand. Both students and faculty should be
provided with training to enhance their usage of LMS, thus
strengthening the user's self-efficacy. With proper training, students
and faculty members will feel that using the LMS is a necessity.
Based on the findings of the study, the authors conclude that adequate
training will enhance student’s performance and positively influence
the b-learning environment. Also, the appropriate training for faculty
members will decrease their technology anxiety and remove the
attitudinal barriers of e-learning tools usage. Institutions must
consider users' opinions and characteristics about the brand of LMS
that they choose to implement. HEIs must not select a type of LMS
 that is not commonly used anywhere else, because their users will
refuse to interact with the LMS. Also, universities and colleges must
work on making the LMS meet their users’ expectations. In
conclusion, this research provides an updated framework of the
human dimensions that impact LMS effectiveness. HEIs can enhance
the quality of their education through adopting this framework and
implementing strategies to invest in human dimensions.

BIBLIOGRAPHY AND REFERENCES:

https://www.researchgate.net/publication/
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