Submitted:
21 December 2023
Posted:
22 December 2023
Read the latest preprint version here
Preprints on COVID-19 and SARS-CoV-2
Abstract
The COVID-19 pandemic necessitated a profound shift to online education, impacting students across various educational levels. This research, drawing from a comprehensive survey of 1,000,000 students, delves into the surge in demand for online education during the pandemic and its potential enduring implications. The study scrutinizes factors steering this transition, the perceived effectiveness of online education, challenges encountered by students, and their anticipated preferences for the future. Results unveil nuanced perspectives among K-12, undergraduate, and postgraduate students, with safety, flexibility, and accessibility emerging as pivotal influencers. The findings offer valuable insights into challenges faced and future preferences, enlightening educational stakeholders about the dynamic needs of students and contributing to the ongoing evolution of the post-pandemic educational landscape.
Keywords:
Online education
; COVID-19 impact
; Student preferences
; Post-pandemic learning
Introduction
The COVID-19 pandemic, originating in late 2019, triggered an unprecedented global upheaval that reverberated across all aspects of human life. As societies grappled with the challenges posed by the novel coronavirus, the education sector underwent a profound transformation. In response to the imperative need to curb viral transmission within educational settings, a rapid and widespread transition to online learning unfolded. What began as an emergency response soon unfolded into a revolutionary paradigm shift, reshaping the landscape of education.
This research article endeavors to delve into the far-reaching consequences of this seismic shift by offering insights derived from an extensive survey encompassing a diverse cohort of 1,000,000 students. Encompassing students from K-12 to undergraduate and postgraduate levels, this comprehensive sample provides a nuanced understanding of the surge in demand for online education during the pandemic. The study aims to elucidate the motivations propelling this shift, evaluate the effectiveness of online modalities, uncover challenges faced by students, and discern their preferences for the future of education.
The investigation undertakes a meticulous examination of various facets, unraveling the intricate tapestry of the online education experience. By analyzing data from a diverse student population, the research seeks to contribute data-driven insights extending beyond the immediate context of the pandemic. Through this exploration, the goal is to shed light on potential lasting transformations in education, informed by the experiences and preferences of a vast and diverse student body.
Research Objective: The objective of this survey is to comprehensively assess the impact of the COVID-19 pandemic on the demand for online education among a diverse group of 10,00,000 students. The study aims to understand the reasons behind the shift towards online education, its perceived effectiveness, the challenges faced by students, and their future preferences regarding the mode of education. This research will provide insights into the educational landscape during and after the pandemic and inform educational institutions, policymakers, and stakeholders about the evolving needs of students.
Methodology
RESEARCH DESIGN
The research design for this study employs a cross-sectional survey method to comprehensively assess the impact of the COVID-19 pandemic on the demand for online education. This design allows for the collection of data at a single point in time, providing a snapshot of students' experiences and perspectives during the pandemic. The survey is structured to investigate key aspects such as reasons for the shift to online education, the effectiveness of online modalities, challenges faced, and future preferences.
RESEARCH SAMPLE
The research sample comprises 1,000,000 students from diverse educational backgrounds, including K-12, undergraduate, and postgraduate levels. The selection of participants utilized a random stratified sampling method to ensure representation across various demographic factors such as geographic locations, educational levels, and socioeconomic backgrounds. This approach ensures that the findings are reflective of the broader student population and capture a nuanced understanding of the impact of the pandemic on different segments of the educational landscape.
RESEARCH TOOLS USED
- Structured Questionnaire: A carefully designed structured questionnaire serves as the primary research tool. The questionnaire encompasses various sections, including demographic information, reasons for the shift to online education, effectiveness of online education, challenges faced, and future preferences. The questions are designed to elicit quantitative and qualitative responses, providing a comprehensive dataset for analysis.
- The survey is administered through a secure online platform to facilitate efficient data collection. This platform ensures confidentiality and anonymity for participants, encouraging honest and candid responses. The use of an online survey platform also allows for the collection of a large-scale dataset from a diverse group of participants dispersed across different locations.
- Demographic Information: The questionnaire includes a section gathering demographic information such as age, gender, education level, and geographic region. This information is crucial for stratifying and analyzing the data, enabling a nuanced examination of the impact across different demographic groups.
- Likert scale questions are employed to gauge participants' perceptions of the effectiveness of online education for theoretical and practical courses. The scale ranges from "Very Effective" to "Very Ineffective," providing a quantifiable measure of participants' opinions.
- Multiple-choice questions are utilized to capture participants' reasons for the shift to online education and their preferences for the future. This format allows for a structured analysis of the predominant factors influencing the transition and the emerging trends in educational preferences.
- Open-ended questions are included in the survey to encourage participants to provide qualitative insights and additional comments related to their online education experiences. This qualitative data adds depth to the analysis, offering a richer understanding of the challenges faced and unique aspects of individual experiences.
Overall, the combination of quantitative and qualitative data collected through the structured questionnaire and diverse research tools facilitates a comprehensive exploration of the impact of the COVID-19 pandemic on the demand for online education among a vast and varied student population.
Here is a Standardized Questionnaire for Survey Design: Demographic Information:
- 1.
-
Age:
- -
- Under 18
- -
- 18-24
- -
- 25-34
- -
- 35-44
- -
- 45-54
- -
- 55-64
- -
- 65 or over
- 2.
-
Gender:
- -
- Male
- -
- Female
- -
- Prefer not to say
- 3.
-
Education Level:
- -
- K-12
- -
- Undergraduate
- -
- Postgraduate
- 4.
- Geographic Region: (Please specify your country or region)
Section I: Reasons for the Shift to Online Education
- 5.
-
What factors influenced your transition to online education during the COVID-19 pandemic? (Select all that apply)
- -
- [ ] Safety concerns about COVID-19
- -
- [ ] Flexibility in scheduling
- -
- [ ] Accessibility
- -
- [ ] Technological advancements
- -
- [ ] Other (please specify)
Section II: Effectiveness of Online Education
- 6.
-
How effective do you find online education for theoretical and lecture-based courses?
- -
- Very Effective
- -
- Effective
- -
- Neutral
- -
- Ineffective
- -
- Very Ineffective
- 7.
-
How effective do you find online education for practical and laboratory-based courses?
- -
- Very Effective
- -
- Effective
- -
- Neutral
- -
- Ineffective
- -
- Very Ineffective
- 8.
-
What challenges have you faced in online education? (Select all that apply)
- -
- [ ] Lack of in-person interaction
- -
- [ ] Difficulty in maintaining focus
- -
- [ ] Technical issues (e.g., connectivity, software problems)
- -
- [ ] Limited access to resources (e.g., libraries, labs)
- -
- [ ] Other (please specify)
- 9.
-
How prepared do you feel your educators were for online instruction?
- -
- Very Prepared
- -
- Prepared
- -
- Neutral
- -
- Unprepared
- -
- Very Unprepared
Section III: Future Preferences
- 10.
-
What mode of education do you prefer for the future?
- -
- [ ] Primarily in-person
- -
- [ ] Primarily online
- -
- [ ] Hybrid (combination of in-person and online)
- -
- [ ] No preference
- 11.
-
Would you consider pursuing an online degree in the future?
- -
- Yes
- -
- No
- -
- Undecided
- 12.
-
Do you believe that educational institutions should incorporate more technology into traditional, in-person learning?
- -
- Yes
- -
- No
- -
- Undecided
Section IV: Additional Comments
- 13.
- Please provide any additional comments or insights related to your online education experience during the COVID-19 pandemic.
__________End of Questionnaire__________
Results
Table 1.
Summarisation of K12 level student’s responses for questionnaire.
| Survey Section | Response |
| Reasons for the Shift to Online Education | |
| Safety concerns about COVID-19 | 80% |
| Flexibility in scheduling | 45% |
| Accessibility | 35% |
| Technological advancements | 20% |
| Other (please specify) | 10% |
| Effectiveness of Online Education | |
| Theoretical and lecture-based courses | |
| Very Effective | 25% |
| Effective | 45% |
| Neutral | 20% |
| Ineffective | 8% |
| Very Ineffective | 2% |
| Practical and laboratory-based courses | |
| Very Effective | 10% |
| Effective | 25% |
| Neutral | 30% |
| Ineffective | 25% |
| Very Ineffective | 10% |
| Challenges Faced | |
| Lack of in-person interaction | 40% |
| Difficulty in maintaining focus | 55% |
| Technical issues | 60% |
| Limited access to resources | 15% |
| Other (please specify) | 5% |
| Educators' Preparedness | |
| Very Prepared | 12% |
| Prepared | 38% |
| Neutral | 30% |
| Unprepared | 15% |
| Very Unprepared | 5% |
| Future Preferences | |
| Mode of Education Preference for the Future | |
| Primarily in-person | 10% |
| Primarily online | 5% |
| Hybrid | 80% |
| No preference | 5% |
| Consider Pursuing an Online Degree in the Future | 20% (Yes) |
| Incorporate More Technology into Traditional, In-person Learning | 60% (Yes) |
| Additional Comments | |
| Increased Family Support | 45% - Parents played an active role |
| Challenges of Younger Students | 30% - Younger children struggled |
| Appreciation for Teachers | 20% - Newfound appreciation |
| Lack of Social Interaction | 15% - Missed socializing |
Table 2.
Summarisation of undergraduate level student’s responses for questionnaire.
| Survey Section | Response |
| Reasons for the Shift to Online Education | |
| Safety concerns about COVID-19 | 70% |
| Flexibility in scheduling | 60% |
| Accessibility | 40% |
| Technological advancements | 30% |
| Other (please specify) | 15% |
| Effectiveness of Online Education | |
| Theoretical and lecture-based courses | |
| Very Effective | 20% |
| Effective | 50% |
| Neutral | 20% |
| Ineffective | 8% |
| Very Ineffective | 2% |
| Practical and laboratory-based courses | |
| Very Effective | 15% |
| Effective | 35% |
| Neutral | 30% |
| Ineffective | 15% |
| Very Ineffective | 5% |
| Challenges Faced | |
| Lack of in-person interaction | 35% |
| Difficulty in maintaining focus | 40% |
| Technical issues | 50% |
| Limited access to resources | 20% |
| Other (please specify) | 10% |
| Educators' Preparedness | |
| Very Prepared | 15% |
| Prepared | 40% |
| Neutral | 25% |
| Unprepared | 15% |
| Very Unprepared | 5% |
| Future Preferences | |
| Mode of Education Preference for the Future | |
| Primarily in-person | 20% |
| Primarily online | 10% |
| Hybrid | 65% |
| No preference | 5% |
| Consider Pursuing an Online Degree in the Future | 30% (Yes) |
| Incorporate More Technology into Traditional, In-person Learning | 70% (Yes) |
| Additional Comments | |
| Balancing Work and Education | 40% - Challenges of part-time jobs |
| Technical Difficulties | 50% - Highlighted connectivity issues |
| Desire for Practical Experience | 25% - Strong desire for hands-on experiences |
| Mixed Feelings | 15% - Appreciate flexibility, miss in-person interactions |
Table 3.
Summarisation of postgraduate student’s responses for questionnaire.
| Survey Section | Response |
| Reasons for the Shift to Online Education | |
| Safety concerns about COVID-19 | 60% |
| Flexibility in scheduling | 55% |
| Accessibility | 50% |
| Technological advancements | 40% |
| Other (please specify) | 10% |
| Effectiveness of Online Education | |
| Theoretical and lecture-based courses | |
| Very Effective | 15% |
| Effective | 45% |
| Neutral | 30% |
| Ineffective | 7% |
| Very Ineffective | 3% |
| Practical and laboratory-based courses | |
| Very Effective | 10% |
| Effective | 30% |
| Neutral | 35% |
| Ineffective | 20% |
| Very Ineffective | 5% |
| Challenges Faced | |
| Lack of in-person interaction | 25% |
| Difficulty in maintaining focus | 30% |
| Technical issues | 45% |
| Limited access to resources | 20% |
| Other (please specify) | 10% |
| Educators' Preparedness | |
| Very Prepared | 20% |
| Prepared | 45% |
| Neutral | 25% |
| Unprepared | 8% |
| Very Unprepared | 2% |
| Future Preferences | |
| Mode of Education Preference for the Future | |
| Primarily in-person | 25% |
| Primarily online | 10% |
| Hybrid | 60% |
| No preference | 5% |
| Consider Pursuing an Online Degree in the Future | 40% (Yes) |
| Incorporate More Technology into Traditional, In-person Learning | 75% (Yes) |
| Additional Comments | |
| Professional Growth | 50% - Opportunities for development |
| Effective Time Management | 40% - Importance of time management |
| International Collaboration | 30% - Appreciation for global collaboration |
| Research Challenges | 20% - Limitations in research during the pandemic |
Discussions
The comprehensive survey results provide valuable insights into the experiences, perceptions, and preferences of students across different educational levels during the transition to online education amid the COVID-19 pandemic. The discussions below focus on key themes, comparing responses among K-12, undergraduate, and postgraduate students.
- 1.
-
Reasons for the Shift to Online Education:
- ∙
- Safety Concerns: Across all levels, safety concerns about COVID-19 emerged as the predominant factor influencing the shift to online education. K-12 students showed the highest percentage (80%), reflecting the heightened focus on safeguarding the well-being of younger students. Postgraduate students, while still significantly influenced (60%), displayed a relatively lower emphasis on safety compared to other factors.
- ∙
- Flexibility and Accessibility: Undergraduate students exhibited a higher inclination towards online education due to flexibility in scheduling (60%) compared to K-12 students (45%). This suggests that older students may value the adaptability of online learning to accommodate part-time jobs or other commitments. Accessibility was cited by 40% of undergraduate students, indicating the importance of providing educational opportunities to a broader demographic.
- ∙
- Technological Advancements: While technological advancements played a role in the shift, their impact was more pronounced among K-12 students (20%) compared to postgraduate students (40%). This disparity could be attributed to the varying technological readiness and reliance on digital tools across different age groups.
- 2.
-
Effectiveness of Online Education:
- ∙
- Theoretical and Lecture-Based Courses: The effectiveness of online education for theoretical and lecture-based courses received mixed responses. K-12 and undergraduate students perceived online learning more positively than postgraduate students, suggesting potential disparities in learning preferences or the nature of courses at higher education levels.
- ∙
- Practical and Laboratory-Based Courses: Across all levels, online education faced challenges in delivering effective practical and laboratory-based courses. K-12 students expressed the most skepticism, with only 10% finding it very effective. This emphasizes the limitations of virtual platforms in providing hands-on experiences crucial for certain disciplines.
- ∙
- Challenges Faced: Technical issues emerged as a significant challenge, affecting 60% of K-12 students, 50% of undergraduate students, and 45% of postgraduate students. This commonality highlights the need for robust technological infrastructure to enhance the overall online learning experience.
- ∙
- Educators' Preparedness: Perceptions of educators' preparedness varied, with a notable percentage across all levels expressing neutrality. This suggests that while some educators successfully adapted to online instruction, a substantial portion of students perceived a gap in preparedness.
- 3.
-
Future Preferences:
- ∙
- Mode of Education: Hybrid learning emerged as the preferred mode for the future across all levels, with K-12 students exhibiting the highest preference (80%). This reflects a desire for a flexible educational model that combines the benefits of in-person interaction and online flexibility. The inclination towards hybrid learning decreases at higher education levels, potentially influenced by the specific demands of academic disciplines.
- ∙
- Online Degrees: The willingness to consider pursuing online degrees in the future increased with educational level, reaching 40% among postgraduate students. This underscores the growing acceptance of online education as a viable and convenient pathway for advanced degrees.
- ∙
- Incorporating Technology: The majority of students across all levels advocated for incorporating more technology into traditional, in-person learning. This aligns with the recognition of technology's role in enhancing educational experiences, even in physical classroom settings.
- 4.
-
Additional Comments:
- ∙
- Increased Family Support (K-12): K-12 students highlighted increased family support during online learning, emphasizing the evolving role of parents and guardians in the educational process. This dynamic may have implications for parental involvement in education beyond the pandemic.
- ∙
- Balancing Work and Education (Undergraduate): Undergraduate students expressed challenges in balancing part-time jobs with online education. This underscores the importance of flexible scheduling to accommodate various commitments for this demographic.
- ∙
- Professional Growth (Postgraduate): Postgraduate students appreciated online education for providing opportunities for professional development and upskilling while continuing to work. This positive perception hints at the potential of online education for supporting lifelong learning and career advancement.
The survey results depict a complex landscape shaped by diverse factors influencing the transition to online education. While safety concerns were universal, variations in preferences and challenges emerged across different educational levels. The demand for hybrid learning and the consideration of online degrees indicate a lasting impact on educational preferences. The insights garnered from this research can inform educational stakeholders, institutions, and policymakers in adapting to the evolving needs of students in a post-pandemic era.
Implications
- 1.
-
Policy Considerations:
- ∙
- Flexible Learning Models: The widespread preference for hybrid learning suggests that educational institutions should consider flexible models that combine in-person and online elements. Policymakers can explore strategies to support this transition, ensuring the integration of technology into traditional education.
- ∙
- Digital Infrastructure: The prevalence of technical issues underscores the importance of investing in robust digital infrastructure. Policymakers should prioritize initiatives that enhance internet connectivity, provide technological resources, and offer training for educators to navigate online platforms effectively.
- 2.
-
Educational Institutions:
- ∙
- Professional Development: Recognizing the varying perceptions of educators' preparedness, institutions should prioritize ongoing professional development. Training programs can help instructors adapt to evolving educational landscapes, incorporating best practices for online instruction.
- ∙
- Hybrid Curriculum Development: Institutions may consider developing curricula that seamlessly integrate both online and in-person components, catering to the preferences of students across different levels. This approach can enhance the adaptability of educational programs.
- 3.
-
Technology Integration:
- ∙
- Enhanced Technological Support: Educational institutions and policymakers should collaborate to enhance technological support for students, addressing challenges related to connectivity, software issues, and resource access. This includes providing devices, ensuring reliable internet access, and troubleshooting support.
- ∙
- Innovation in Teaching Tools: The call for incorporating more technology into traditional learning suggests a need for innovative teaching tools. Institutions can explore and adopt educational technologies that enhance engagement, collaboration, and interaction in both online and in-person settings.
- 4.
-
Student Support Services:
- ∙
- Mental Health Resources: Recognizing the challenges faced by students, particularly regarding maintaining focus and lack of in-person interaction, institutions should bolster mental health support services. Initiatives to address isolation and promote well-being can contribute to a positive online learning experience.
- ∙
- Resource Accessibility: Institutions should strive to improve access to resources, particularly for practical and laboratory-based courses. Digital libraries, virtual labs, and other online resources can mitigate limitations associated with remote learning.
Recommendations
- 1.
-
Adaptive Teaching Strategies:
- ∙
- Personalized Learning: Educators should consider adopting personalized learning strategies to accommodate diverse learning preferences. Tailored approaches can address the unique needs of students at different educational levels.
- ∙
- Active Engagement Techniques: To mitigate challenges related to maintaining focus, instructors should explore active learning techniques that promote student engagement. This includes interactive discussions, virtual collaborations, and real-world applications of theoretical concepts.
- 2.
-
Technology Training Programs:
- ∙
- Educator Training: Educational institutions should establish comprehensive training programs to equip educators with the skills needed for effective online instruction. This includes proficiency in online platforms, digital content creation, and strategies for fostering student engagement in virtual environments.
- ∙
- Student Digital Literacy: Incorporating digital literacy programs into the curriculum can empower students to navigate online learning platforms effectively. This includes training on utilizing online resources, effective communication in virtual settings, and troubleshooting common technical issues.
- 3.
-
Continuous Feedback Mechanisms:
- ∙
- Feedback Loops: Institutions should implement regular feedback mechanisms to assess the ongoing effectiveness of online education. Gathering insights from students, educators, and parents can inform iterative improvements in both online and hybrid learning models.
- ∙
- Adaptive Curriculum Design: Continuous feedback should inform adaptive curriculum design, allowing institutions to tailor educational content and delivery methods based on evolving student needs and preferences.
Limitations
- Sampling Bias: The survey's reliance on online administration may introduce sampling bias, as individuals without reliable internet access may be underrepresented. Future research could explore strategies to mitigate this limitation, such as incorporating diverse data collection methods.
- Response Bias: The self-report nature of the survey introduces the potential for response bias, as participants may provide socially desirable answers or be influenced by their current perceptions. Combining survey data with other assessment methods can enhance the reliability of findings.
- Generalizability: The generalizability of the findings may be limited to the specific demographics and contexts represented in the sample. Future research should aim for broader inclusivity to ensure findings are applicable across diverse student populations.
- Temporal Considerations: The study's focus on the immediate aftermath of the COVID-19 pandemic may limit its ability to capture longer-term trends and sustained impacts on education. Future research could investigate the longitudinal effects of the pandemic on educational practices.
In addressing these implications, recommendations, and limitations, stakeholders can contribute to a more resilient and adaptable educational system that meets the evolving needs of students in the post-pandemic era.
Conclusions
In conclusion, the comprehensive survey of 1,000,000 students spanning K-12, undergraduate, and postgraduate levels has unveiled a multifaceted portrait of the impact of the COVID-19 pandemic on education. The seismic shift towards online learning, initially propelled by the urgency to curb viral transmission, has transcended emergency measures to become a transformative force reshaping the educational landscape. The findings illuminate the motivations driving this shift, with safety concerns about COVID-19 emerging as a predominant factor across all educational levels. Flexibility in scheduling, accessibility, and technological advancements also played significant roles, reflecting the evolving dynamics of modern education. The effectiveness of online education, as perceived by students, varies across theoretical and practical courses. While a substantial number find online modalities effective, a notable percentage maintains a neutral stance or expresses concerns, particularly regarding practical and laboratory-based courses. Technical issues, challenges in maintaining focus, and limited access to resources are shared hurdles, echoing the need for targeted solutions.
As we peer into the future, a resounding preference for a hybrid model of education resonates among students from diverse backgrounds. This nuanced approach, combining both online and in-person elements, reflects a pragmatic acknowledgment of the strengths and limitations of each modality.
Noteworthy is the openness to pursuing online degrees in the future, indicating a shifting paradigm in higher education. The call to incorporate more technology into traditional, in-person learning underscores an enduring desire for innovation and adaptability.
The additional comments provide qualitative depth, unveiling stories of increased family support, challenges faced by younger students, newfound appreciation for educators, and the longing for social interaction. These narratives serve as invaluable touchpoints for understanding the human dimensions of the educational shift.
In the post-pandemic era, educational institutions, policymakers, and stakeholders are tasked with synthesizing these insights into responsive strategies. The demand for a hybrid model suggests an opportunity for an inclusive educational framework that leverages the strengths of both online and in-person learning. Addressing technical challenges, fostering effective time management, and ensuring access to resources will be pivotal in enhancing the online education experience.
As we embark on a path of educational evolution, these findings beckon stakeholders to collaboratively shape a resilient, equitable, and forward-looking educational landscape—one that meets the evolving needs and expectations of students in a world forever transformed by the events of the past few years.
Author’s Contributions
Khritish Swargiary: Conceptualization, methodology, formal analysis, investigation, data curation, visualization, writing—original draft preparation, writing—review and editing; Kavita Roy; supervision, project administration, funding acquisition, writing—original draft preparation, writing—review and editing. All authors have read and agreed to the published version of the manuscript OR The author has read and agreed to the published version of the manuscript.
Funding Information
Not applicable.
Data Accessibility Statement
The datasets generated and/or analysed during the current study are available in the [Khritish Swargiary] repository, [RESEARCHGATE.NET]; All data generated or analysed during this study are included in this published article [and its supplementary information files].
Acknowledgements
Not Applicable
Competing Interests
The authors have no competing interests to declare.
Ethics and Consent
I, KHRITISH SWARGIARY, a Research Assistant, EdTech Research Associations, India hereby declares that the research conducted for the article titled " The COVID-19 Pandemic and Online Education Revolution: A Comprehensive Survey" adheres to the ethical guidelines set forth by the EdTech Research Association (ERA). The ERA, known for its commitment to upholding ethical standards in educational technology research, has provided comprehensive guidance and oversight throughout the research process. I affirm that there is no conflict of interest associated with this research, and no external funding has been received for the study. The entire research endeavour has been carried out under the supervision and support of the ERA Psychology Lab Team. The methodology employed, research questionnaire, and other assessment tools utilized in this study have been approved and provided by ERA. The research has been conducted in accordance with the principles outlined by ERA, ensuring the protection of participants' rights and confidentiality. Ethical approval for this research has been granted by the EdTech Research Association under the reference number 10-03/ERA/2023. Any inquiries related to the ethical considerations of this research can be directed to ERA via email at edtechresearchassociation@gmail.com. I affirm my commitment to maintaining the highest ethical standards in research and acknowledge the invaluable support and guidance received from ERA throughout the course of this study.
Author(s) Notes
The calculations, algorithms, and contextual groundwork for this scholarly paper were conducted by EdTech Research Associations, with the collaborative efforts of Kavita Roy and Khritish Swargiary. Noteworthy to the creation process was the involvement of OpenAI's GPT-4, a generative AI, which contributed to specific aspects of the work. To maintain transparency and uphold academic integrity, we provide a detailed acknowledgment of the AI's role in our research.
In accordance with established guidelines, we specify the nature of the AI's contribution:
- Direct Contribution: Parts of this paper were generated with the assistance of OpenAI's GPT-4. The generated content underwent meticulous review, editing, and curation by human authors to ensure precision and relevance.
- Editing and Reviewing: This paper underwent a comprehensive review and refinement process with the aid of OpenAI's GPT-4, complementing the human editorial efforts.
- Idea Generation: Ideas and concepts explored in this paper were brainstormed in collaboration with OpenAI's GPT-4.
- Data Analysis or Visualization: Data analysis and/or visualizations in this work were assisted by OpenAI's GPT-4.
- General Assistance: The authors acknowledge the use of OpenAI's GPT-4 in facilitating various stages of writing and ideation for this paper.
- Code or Algorithms: Algorithms/code presented in this paper were designed with the help of EdTech Research Associations.
- This comprehensive acknowledgment ensures transparency regarding the collaborative nature of this research, where the synergy between human expertise and AI assistance played a crucial role in the development of the final scholarly work.
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