A Quantitative Study on the Cost-Effectiveness of Digitised Education in Students’ Learning

Abstract

The rapid adoption of technology in education, especially following the COVID-19 pandemic, has brought digitised learning to the forefront as a viable alternative to traditional classroom instruction. This paper evaluates the cost-effectiveness of digitised education compared to conventional methods in real-world settings across India. Using a comparative structure quantitative approach, data was collected from 253 students across urban and rural schools and colleges and EdTech platforms. The analysis considers financial inputs—such as infrastructure, device availability, internet access, and operational costs—alongside educational outcomes like academic performance, student satisfaction, and accessibility. In the supportive preferences of students were assessed using the Analytic Hierarchy Process (AHP) method to quantify perceived benefits across various learning formats. This study finds that students are choosing digitised education is generally more cost-effective, particularly in urban and semi-urban areas with better digital infrastructure and connectivity. Students in these regions also report increased engagement and flexibility. However, in rural settings, the benefits of digitised learning are limited by infrastructure gaps, device shortages, and low digital literacy. Despite of a few challenges, digitised education is the ray of hope to maintain its cost-effectiveness for improving learning outcome across the world. Its impact is closely tied to equitable access and digital readiness. The findings highlight the need for targeted investments in infrastructure and digital skills development to ensure the inclusive and effective implementation of learning among students.