The Usage Paradox in Digital Education and Its Solution: An Empirical Study Based on the Influence Mechanism of Cloud Class Teaching Model in China

This dataset originates from a questionnaire survey investigating the impact of a cloud-based teaching model on the academic performance of students at a county high school in Fengjie, Chongqing,China, and its underlying mechanisms. The study specifically focuses on the mediating role of digital resource utilization and the crucial moderating effect of student gender. It empirically examines the "use paradox" in digital education, revealing how social factors construct the effectiveness of technology-integrated instruction.