Table 2.

Student engagement assessment in the implemented innovation

Factors	Theoretical elements of engagement	Item	Mean	Variance
Interaction with peers and faculty	Learning with peers and	1. I enjoyed the dynamics and interaction of developing diagrams in which my class was taught.	4.81	0.33
	Experiences with faculty	2. The format and dynamics of the favored interaction with the teacher.	3.75	1.11
Structure and educational environment	Campus environment	3. I think my teacher showed great commitment making the transition of class to this distance model	4.94	0.05
	Structure-dependent engagement	4. The inclusion of multiple resources and stimuli in the classes, kept my interest.	4.72	0.38
	Structure-dependent engagement	5. I would recommend my friends participating in courses that use a similar format.	4.56	0.83
	Adaptive cognition	6. The digital whiteboard helped me to understand abstract concepts.	4.83	0.31
	Impeding/maladaptive cognition	7. Switching from the face-to-face diagram construction to a digital version of the whiteboard made it difficult for me to follow the course. *	2.31	2.22
Emotion and behavior	Emotional	8. I felt more involved with the course in the distance course.	3.00	1.77
	Behavioral Disaffection	9. The educational experience I received in the face-to-face format was better than the one I have remotely.*	3.64	1.32
	Behavioral Disaffection	10. I was more motivated to participate in the course in person.	3.64	1.55

*Reverse scored items