{"ID":2823117,"CreatedAt":"2026-06-01T04:54:23.091178241Z","UpdatedAt":"2026-06-01T04:54:23.091178241Z","DeletedAt":null,"paper_url":"https://arxiv.org/abs/2601.01231","arxiv_id":"2601.01231","title":"The Dependency Divide: An Interpretable Machine Learning Framework for Profiling Student Digital Satisfaction in the Bangladesh Context","abstract":"Background: While digital access has expanded rapidly in resource-constrained contexts, satisfaction with digital learning platforms varies significantly among students with seemingly equal connectivity. Traditional digital divide frameworks fail to explain these variations. Purpose: This study introduces the \"Dependency Divide\", a novel framework proposing that highly engaged students become conditionally vulnerable to infrastructure failures, challenging assumptions that engagement uniformly benefits learners in post-access environments. Methods: We conducted a cross-sectional study of 396 university students in Bangladesh using a three-stage analytical approach: (1) stability-validated K-prototypes clustering to identify student profiles, (2) profile-specific Random Forest models with SHAP and ALE analysis to determine satisfaction drivers, and (3) formal interaction analysis with propensity score matching to test the Dependency Divide hypothesis. Results: Three distinct profiles emerged: Casually Engaged (58%), Efficient Learners (35%), and Hyper-Engaged (7%). A significant interaction between educational device time and internet reliability (\\b{eta} = 0.033, p = 0.028) confirmed the Dependency Divide: engagement increased satisfaction only when infrastructure remained reliable. Hyper-Engaged students showed greatest vulnerability despite or because of their sophisticated digital workflows. Policy simulations demonstrated that targeted reliability improvements for high-dependency users yielded 2.06 times greater returns than uniform interventions. Conclusions: In fragile infrastructure contexts, capability can become liability. Digital transformation policies must prioritize reliability for dependency-prone users, establish contingency systems, and educate students about dependency risks rather than uniformly promoting engagement.","short_abstract":"Background: While digital access has expanded rapidly in resource-constrained contexts, satisfaction with digital learning platforms varies significantly among students with seemingly equal connectivity. Traditional digital divide frameworks fail to explain these variations. Purpose: This study introduces the \"Dependen...","url_abs":"https://arxiv.org/abs/2601.01231","url_pdf":"https://arxiv.org/pdf/2601.01231v1","authors":"[\"Md Muhtasim Munif Fahim\",\"Humyra Ankona\",\"Md Monimul Huq\",\"Md Rezaul Karim\"]","published":"2026-01-03T16:37:51Z","proceeding":"cs.LG","tasks":"[\"cs.LG\"]","methods":"[]","has_code":false}