JIOS, VOL. 47, NO.

1 (2023) SUBMITTED 09/22; ACCEPTED 03/23

10.31341/jios.47.1.11 UDC 004.7‑057.875(540)

Open Access Original Scientific Paper

Usage of Cloud Computing Application by Students from

Kurukshetra University: the Current State and Perspectives
Rajender Kumar [email protected]
Librarian, DAV College Sadhaura, Yamuna Nagar
Haryana, India

Abstract
The term "cloud computing" refers to a variety of tools and applications used by
organizations to manage their work processes online. Apart from providing the
expected benefits, the gadgets and applications of the cloud are helpful for education.
The purpose of this study is not to examine the outcomes of cloud computing in
universities, but to examine how students use cloud applications. A survey research
design was used to examine how students of Kurukshetra University use cloud
computing applications. 200 students from the streams of science, management, social
science, and arts were randomly selected to answer a structured questionnaire. A
response rate of 95% was achieved by 48 students in Science, 50 in Management, 48
in Social Science, and 44 in Arts who completed and returned the questionnaire on time.
The analyzed data is presented in a table that includes the Likert scale mean, standard
deviation, and the cross-table Chi-square test. In the study, most students highly
preferred G Suite Cloud (57%) and Microsoft (40%) learning applications. It can be
seen from the study that WhatsApp (98%), Facebook (96%), and YouTube (97%) are
the most preferred cloud-based social media among the students, most students
preferred Google Meet (95%) and Zoom (91%) meeting application, and most students
preferred Google Drive (68%) and pCloud (67%) for data storage.
Keywords: Cloud Application, Usage application, Digital era, online learning,
University Students, Kurukshetra University, Haryana, India

1. Introduction
Recently, cloud computing has become the motivation and carrying out with the rapid
development of the web to support without additional hardware and reduce upfront
costs and costs caused by customer service techniques. Cloud computing is being used
by just about every field that uses a structured program, hardware, and infrastructure.
It refers to the components as processors, data sets, network hardware, and operating
systems that extend as SaaS (software as a service), PaaS (platform as a service), and
IaaS (information as a service). In today's world of information innovation, cloud
computing is the ideal word effect on education that provides better opportunities for
meaningful development. In the modern era, thanks to the advanced innovations by
students learning throughout the day, they are traveling accordingly and are highly
adept mechanically. A growing number of marginal applications are pushing

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educational infrastructure toward digital learning. Several institutions are using cloud
computing because of virtualized applications on the internet in combination with
powerful quantification, better training, and better correspondence. In universities,
diversity drives innovation. In order to transform the 21st century into a far better
future, they inculcate a mechanical education in their students to prepare them for
recognized professions. In order to increase innovation in universities, the most recent
open aid program is beneficial. Innovation is a means of studying and monitoring
issues that need to be certified daily. It can view mechanically future patterns with the
capabilities of teachers and students.
Over the past ten years, Cloud computing applications have significantly changed
how students learn. By integrating applications into classrooms, students and teachers
are benefiting from improved outcomes and increased engagement. To be competitive
in today's world, students need to be masters’ essential skills in technology, such as
computer literacy, database management, website development, digital marketing,
project management, and cyber security. Multiple Cloud applications offer students
safety and cost-effective opportunities for innovation. A student can, for instance,
upload a video of an assignment they worked on, photograph a piece of artwork they
made, or share a document they created. Cloud computing gives students the freedom
to show their learning in the manner that best suits them and to use many cloud-based
applications, such as Art Applications, File Storage Platforms, Image Editing
Applications, Data Storage Applications, Antivirus Applications, Entertainment
Applications, URL Conversion Applications, Meeting Applications, Presentation
Applications, Social Media Applications, GPS Applications, Accounting
Applications, and Teaching/Learning Applications. In the learning process, cloud
applications have had the greatest impact, with teachers bearing the bulk of the
responsibility for using them. Thus, considering the growing use of Cloud Computing
in teaching and learning, a study has been carried out to examine the current status of
using cloud applications by university students for education that can confirm and
categorize the data.

2. Literature Review
The use of software-as-a-service for data and file storage was preferred over cloud
computing because of its high subscription rate, unreliable online payment system,
and lack of trading functionality [1]. It was found that perceived ease of use and
perceived usefulness of cloud computing influenced students' adoption of cloud
computing, which subsequently affected their academic performance [2]. The study
found that students found Google Docs both useful and interesting, and also showed
that Google Docs could foster communication, improve writing skills, and encourage
constructive peer-to-peer discussion among students [3]. Researchers at Iraqi
universities found they could improve their use of cloud applications by reducing
security risks, enabling authorization and control, and improving performance [4].
The usage of cloud technologies for the educational process as based on
communication (Gmail, Viber, and Telegram), store (Google Drive), educational
video (YouTube), online classes (Google Meet), social networks (Facebook,

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Instagram, TikTok), and literature search (Google Scholar, Science Direct, Web of
Science) [5]. Among the Saudi university students, there was found a statistically
meaningful difference between the mean scores of the two groups on the post-test of
the experimental, while there was no meaningful difference between the mean scores
of males and females [6]. Whereas in Nigerian Universities most students were ready-
to-use cloud computing and found no meaningful difference between male and female
undergraduates’ readiness to use cloud computing for learning [7]. Although students
of Federal universities in Anambra State were more aware of cloud computing
services than State and private Universities students and it is recommended that higher
authorities should make organize more ICT education awareness programs for
students [8]. It is also found that cloud application services have significance for most
students in distance learning with gained effective digital communication, self-
organization and leadership, and time management, and they use centralized Moodle
platform and G Suit for formal learning [9]. Although most participants preferred
cloud applications due to their lower costs compared to traditional approaches, lack
of expertise is the main challenge of implementing cloud applications [10]. The most
frequent application of cloud computing in university education in Kuwait is in digital
cloud libraries, then in electronic archiving of digital repositories, and in scientific
research and information management [11]. Cloud computing integration in all
aspects of human existence has changed the way people think, behave, communicate,
work, and move from a service-oriented approach to a user-oriented approach [12],
[13]. Furthermore, most students are aware and widely use the cloud as a storage,
backup, and collaboration tool, as well as Google for academic purposes [14]. As
technology advances, students are more interested in using social media cloud
applications for learning [15]. In order to adopt Cloud Computing services,
technology readiness is the most important predictor, followed by security and
competitive pressure [16], that changed the way of storage, retrieval, manipulation,
transmission, or receiving of any records electronically in a digital shape [17]. In UK
HEIs, the adoption of the educational cloud is rising because of its cost savings,
scalability, flexibility, mobility, and especially collaboration among students in UK
HEIs, while the biggest barriers are security and cultural resistance, which still affect
privacy and trust [18]. According to a study conducted at a mid-sized university in
Southeast Michigan, perceived ease of use, computer anxiety, computer self-efficacy,
and internet self-efficacy were significantly related to cloud applications' perceived
usefulness [19]. Also, a study conducted at public universities in Benue State, Nigeria,
and found a positive high-level impact of cloud services on students' confidence,
affective engagement, and behavioral engagement with a high frequency of usage of
smart phones, tablets, and laptops [20]. As Internet evolution has also affected the
modern education system without a doubt, and 21st-century students, known as the
Internet generation students, are showing great interest in growing educational
proficiency. In the web world, it is possible to access all over the world at once with
one click on devices connected to the internet [21], [22].

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3. Objectives
• To find out the time length of the usage of cloud applications by students.
• To explore the commonly used cloud application by students.
• To explore the preferred cloud application services used by students.
• To explore the reason to use cloud computing services by students.
• To explore the problem faced by students while using cloud computing
services.

4. Hypotheses
The following null hypotheses were developed and tested using the Chi-square tool.
H1- Cloud application usage among students is not having a similar time
length.
H2- Students' preferences regarding cloud applications usage are not
different.
H3- Among students, cloud computing services are not used for various
reasons.
H4- Students face similar problems while using cloud computing services.

5. Methodology
It is clear that there are many benefits to cloud implementation and usage in
universities, but none discuss how students use the cloud, which is integral to any
university. The study is limited to the use of cloud applications by students of
Kurukshetra University, Kurukshetra (Haryana). A survey method was used to
conduct this study. In order to collect primary data from the students, a questionnaire
tool was used. The questionnaires were randomly distributed to 200 students from the
science, management, social science, and arts streams. With a 95% response rate, 48
students from Science, 50 from Management, 48 from Social Science, and 44 from
Arts completed and returned the questionnaire. Data is presented in a table using
percentages, Likert scale mean, standard deviation, and cross table Chi-square test at
0.05 signifance level.

6. Data Analysis
Science Management Social Science Arts Total
Length
N (%) N (%) N (%) N (%) N (%)
1 to 2 years 16 (33) 16 (32) 10 (21) 8 (18) 50 (26)
1 year 12 (25) 14 (28) 16 (33) 10 (23) 52 (27)
6 to 12 months 8 (17) 9 (18) 8 (17) 17 (39) 42 (22)
3 to 6 months 5 (10) 5(10) 3 (6) 3 (7) 16 (8)
1 to 3 months 7 (15) 6 (12) 11 (23) 6 (14) 30 (16)

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Total 48 (100) 50 (100) 48 (100) 44 (100) 190 (100)

2
Notes: x = 14.2**; df= 12, Critical value= 21.02**; Significant at 0.05 level
Table 1. The length of the use of the Cloud Technology Services

For the study purpose, a question related to the duration of cloud usage was asked to
the students, the results of Table 1 show that the maximum number of students (53%)
are using the cloud for more than a year, whereas less than 22% of the students are
using cloud computing services from 6 to 12 months. Very few students (8%) are
using cloud computing for less than 6 months. It is clear from the result of the table
that most of the students are using cloud computing for over one year. Chi-square
analysis shows a similarity in the time length of cloud application usage among
students. Thus the null hypothesis H1 is rejected.

Frequentl Sometime Occasio Rarel Very

Cloud
y s nally y Rarely Mean SD
Application
N (%) N (%) N (%) N (%) N (%)
Art Application 109 (57) 46 (24) 23 (12) 9 (5) 3 (2) 1.69 0.96
Learning Mgt
129 (68) 23 (12) 27 (14) 5 (3) 6 (3) 1.61 1.03
S/W
Social Media 185 (97) 2 (1) 1 (1) 0 (0) 2 (1) 1.06 0.44
Storage and 72
22 (12) 14 (7) 12 (6) 70 (37) 3.81 1.32
Backup (38)
Image Editing
85 (45) 54 (28) 21 (11) 2 (1) 28 (15) 2.13 1.38
S/W
Entertainment 119 (63) 11 (6) 18 (9) 3 (2) 39 (21) 2.12 1.62
Presentation 91 (48) 29 (15) 23 (12) 6 (3) 41 (22) 2.35 1.60
Meeting/Chattin
138 (73) 15 (8) 8 (4) 4 (2) 25 (13) 1.75 1.41
g
23
Cloud Antivirus 9 (5) 18 (9) 12 (6) 128 (67) 4.28 1.21
(12)
Accounting 14 (7) 13 (7) 7 (4) 120 (63) 36 (19)3.79 1.06
GPS 182 (96) 4 (2) 2 (1) 1(1) 1 (1) 1.08 0.43
URL
2 (1) 3 (2) 6 (3) 9 (5) 170 (89) 1.69 0.96
Conversion
Notes: x 2 = 2127.5**; df= 44, Critical value= 60.4**; Significant at 0.05 level
Table 2. Commonly Used Cloud Computing Applications

To know the frequently used commonly cloud computing applications, students were
asked which cloud applications frequently they use. It is clear from Table 2 that the
Social media cloud application is frequently used by a majority of students (97%) with
a mean value of 1.06 and SD being 0.44 followed by GPS (96%) with a mean value
of 1.08 and SD being 0.43, Meeting/Chatting (73%) mean value 1.75 and SD 1.41,
learning Mgt S/w (68%) with mean value 1.61 and SD being 1.03 and Entertainment
by 63% (mean= 2.12, SD= 1.62) of students. Further, the table shows that Art

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Application is very rarely used by less of students (2%) with a mean value of 1.69 and
SD being 0.96, while 3% of students rarely used Presentation application (Mean=2.35,
SD= 1.60) and Image Editing S/W is rarely used by fewer students (1%) with a mean
value of 2.13 and SD is 1.38. It is found from the table that very less of students
frequently use cloud computing applications are Storage and Backup (12%),
Accounting (7%), Cloud Antivirus (5%), and URL Conversion (1%). From the Chai-
square result, students' preferences regarding cloud applications are different. Based
on the statistical result the structure null hypothesis H2 is rejected.

Teachining/ Very High Low Very

Moderate
Learning Mgt High N N Low Mean SD
N (%)
S/W N (%) (%) (%) N (%)
G Suite 108 (57) 45 (24) 23 (12) 11 (6) 3 (2) 1.72 0.99
Microsoft 76 (40) 55 (29) 45 (24) 5 (3) 9 (5) 2.03 1.08
Cloud Guru 26 (14) 15 (8) 20 (11) 79 (42) 50 (26) 3.59 1.32
Edlio 15 (8) 9 (5) 18 (9) 90 (47) 58 (31) 3.88 1.13
Evernote 59 (31) 39 (21) 32 (17) 55 (29) 5 (3) 2.52 1.27
Coursera 45 (24) 45 (24) 30 (16) 25 (13) 45 (24) 2.89 1.50
Knowledge Matters 62 (33) 29 (15) 21 (11) 25 (13) 53 (28) 2.88 1.64
Muzzy Lane 48 (25) 23 (12) 18 (9) 41 (22) 60 (32) 3.22 1.60
Top Hat's 39 (21) 19 (10) 32 (17) 66 (35) 34 (18) 3.19 1.40
Notes: x 2 = 493.8**; df= 32, Critical value= 46.19**; Significant at 0.05 level
Table 3. Usage Preference of Cloud-Based Teaching Learning application

Table 3 shows that the G Suite Cloud learning application is very highly preferred by
most students (57%) with a mean value of 1.72 and SD is 0.99. G Suite is a tool offered
by Google that brings together several Google products like Google Classroom,
Google Docs, Google Sheets, Google Slides, Google Forms, and Google Drawings.
Students work together, in class or at home, to complete assignments and group
projects. Microsoft is the second high preference for 40% of students followed by
Knowledge Matters (33%), Evernote (31%), Muzzy Lane (25%), Coursera (24%), and
Top Hat`s (21%). Whereas, i.e. 14% and 8% respectively highly preferred Cloud Guru
and Edlio cloud applications. It can be said that G Suite can fully satisfy all the needs
of most students. Microsoft application offered by Microsoft is an application acting
similar to G Suite, offered by Microsoft, but much less popular. Also, quite popular
are Cloud Guru and Edlio, mainly because of their social dimension and their role.
Because of the Chai-square result, students have different preferences regarding the
usage of cloud learning applications, since the calculated value of Chai Square is more
than the critical value.

Cloud Very High High Moderate Low Very Low

Mean SD
Applications N (%) N (%) N (%) N (%) N (%)
WhatsApp 187 (98) 1 (1) 2 (1) 0 (0) 0 (0) 1.03 0.22
Facebook 182 (96) 4 (2) 2 (1) 1 (1) 1 (1) 1.08 0.43
yammer 11 (6) 36 (19) 27 (14) 70 (37) 46 (24) 3.55 1.21

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LinkedIn 79 (42) 37 (19) 23 (12) 28 (15) 23 (12) 2.36 1.44

Twitter 115 (61) 40 (21) 17 (9) 13 (7) 5 (3) 1.70 1.06
You Tube 184 (97) 3 (2) 1 (1) 1 (1) 1 (1) 1.06 0.41
Notes: x = 686.3**; df= 20, Critical value= 31.4**; Significant at 0.05 level
2

Table 4. Usage Preference for Social Media-based Cloud Applications

Social media are becoming an important part of the student’s life by offering a
medium to promote their contact, sharing academic materials, and integrated
applications that have now expanded beyond contact between friends. The study tries
to explore which type of social media is preferred by students for academic purposes.
Table 4 depicts that WhatsApp is very highly preferred by the majority of students
(98%) with a mean value of 1.03 and SD being 0.22 followed by YouTube (97%) with
a mean value of 1.06 and SD being 0.41, and Facebook by 96% of students (Mean
1.08 and SD being 0.43). Twitter is preferred by 61% of students (mean= 1.70, SD=
1.06) followed by LinkedIn (42%) with mean value 2.36 and SD being 1.44. Whereas
yammer is preferred by less number of students (6%) in their academic purpose. It can
be said that social media tools i.e. WhatsApp, YouTube, and Facebook very highly
preferred by the majority of students in their daily life and they easily can create a
group to share their learning materials. Communication is the intended core of social
media. It provides excessive opportunities for the higher education sectors to link,
share and study. Due to the higher calculated value than the critical value, the Chai-
square result indicates students have different usage preferences when it comes to
cloud-based social media.

Data Very Low Very

High Moderate
Storage/Backup High N Low Mean SD
N (%) N (%)
Applications N (%) (%) N (%)
Google Drive 129 (68) 20 (11) 11 (6) 18 (9) 12 (6) 1.76 1.27
pCloud 127 (67) 45 (24) 3 (2) 10 (5) 5 (3) 1.53 0.96
28
Microsoft Drive 67 (35) 49 (26) 27 (14) 19 (10) 2.38 1.36
(15)
Sync.com 89 (47) 32 (17) 29 (15) 12 (6) 28 (15) 2.25 1.46
Dropbox 98 (52) 62 (33) 7 (4) 6 (3) 17 (9) 1.85 1.21
Box 102 (54) 58 (31) 9 (5) 12 (6) 9 (5) 1.78 1.10
Notes: x = 140.4**; df= 20, Critical value= 31.4**; Significant at 0.05 level
2

Table 5. Usage Preference of Cloud Data Storage and Backup Application

Table 5 shows students’ usage of various cloud data storage and backup applications.
The result shows that Google Drive is a highly preferred cloud storage application by
the majority of students (68%) with a mean value of 1.76 and SD is 1.27. Google
Drive is a free file storing application that permits educators to stock and access
documents located in the cloud. This app is esteemed as one of the most resourceful

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cloud storage services because of its ability to synchronize stored files across mobile
devices and PCs. The second preference is pCloud with 127 (67%) numbers of
students with a mean value of 1.53 and SD being 0.96 followed by Box (54%) mean
value of 1.78 and SD is 1.10. Dropbox is a cloud storage service that is preferred by
52% of students. Dropbox allows educators to store practically any kind of file on
cloud servers remotely with the capability to share these files across all PCs or mobile
devices. 47% of students preferred Sync.com to store and backup data on the cloud.
Whereas Microsoft Drive is a powerful cloud storage service preferred by less number
of students (35%) with a mean value of 2.38 and SD is 1.36. Result clearly depicts
that Google Drive has the highest usage preference. It is the most popularly used
application by students. This App can be accessed through a Google account as long
as an Internet connection is present. Students can create a Google account, and they
can access it. According to the Chai-square result, students are using cloud storage
and backup applications differently preference because the calculated value is higher
than the critical value.

Very Very
Meeting/Chat High Moderate Low
High Low Mean SD
Application N (%) N (%) N (%)
N (%) N (%)
Zoom 172 (91) 15 (8) 3 (2) 0 (0) 0 (0) 1.11 0.36
Google Meet 181 (95) 6 (3) 2 (1) 1 (1) 0 (0) 1.07 0.34
Cisco WebEx 142 (75) 26 (14) 19 (10) 1 (1) 2 (1) 1.39 0.77
GoToMeeting 117 (62) 45 (24) 12 (6) 7 (4) 9 (5) 1.66 1.07
Microsoft Teams 21 (11) 19 (10) 60 (32) 65 (34) 25 (13) 3.28 1.15
Whereby 9 (5) 18 (9) 64(34) 70 (37) 29 (15) 3.48 1.01
Notes: x = 676.08**; df= 20, Critical value= 31.4**; Significant at 0.05 level
2

Table 6. Usage Preference of Meeting/Chat Cloud Based Applications

Meeting and chatting cloud applications have become part of our everyday lives
because of lively interactions such as face-to-face conversations and easy-to-use
features. Table 6 shows that students use various chat applications. It is clear from the
result that Google meet is a highly preferred application among the majority of
students (95%) with a mean value of 1.07 and SD being 0.34 followed by Zoom (91%)
mean value of 1.11 and SD being 0.36 and Cisco WebEx (75%) with mean value 1.39
and SD being 0.77. GoToMeeting is preferred by 117 (62%) numbers of students with
a mean value of 1.66 and SD is 1.07. Further, the table shows that Microsoft Teams
is preferred by less number of students (11%) with a mean value of 3.28, SD being
1.15 and whereby is by 5% ( mean=3.48, SD=1.01) of students. Students preferred
cloud Meeting/Chatting applications differently according to the Chi-square results
because the calculated value is higher than the critical value.

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Agree Neutral Disagree

Statements Mean SD
N (%) N (%) N (%)
Additional electronic devices, such as
CDs, DVDs, and Pendrive are not 180 (95) 4 (2) 6 (3) 1.08 0.37
required.
Data stability and security. 152 (80) 27 (14) 11 (6) 1.26 0.55
It's easy to trace changes and return to a
125 (66) 46 (24) 19 (10) 1.44 0.67
previously saved file.
Paper consumption is lower. 169 (89) 10 (5) 11 (6) 1.17 0.51
Reduced physical storage of documents. 172 (91) 16 (8) 2 (1) 1.11 0.34
Saving time by using electronic storage. 179 (94) 9 (5) 2 (1) 1.07 0.29
Reduced printer, toner, and paper costs. 126 (66) 52 (27) 12 (6) 1.40 0.61
Document access without a third party
110 (58) 46 (24) 34 (18) 1.60 0.77
has better employment effects.
Use of cloud services is easier. 119 (63) 56 (29) 15 (8) 1.45 0.64
Has a positive impact on the environment
by reducing paper, energy, and computer 156 (82) 21 (11) 13 (7) 1.25 0.57
hardware.
Notes: x 2 = 225.6**; df= 18, Critical value= 28.8**; Significant at 0.05 level
Table 7. Reasons for using Cloud Applications by students

Table 7 shows students' opinions toward the usage of Cloud Applications. It is clear
from the table result that the highest number of students agree with the statement that
the use of the cloud no need to carry around additional electronic devices, the reduced
physical storage of documents, and time-saving in using electronic storage. 89% of
students (mean= 1.17 and SD= 0.51) agree that cloud applications reduce paper
consumption followed by has a positive impact on the environment by reducing paper,
energy, and computer hardware (82%) with a mean value of 1.25 and SD being 0.57,
and Data stability and security (80%) with mean 1.26 and SD 0.55. Further, the table
shows that 66% of students agreed that cloud application is cost savings by reducing
the use of printers, toner, and paper followed by trace changes and return to a
previously saved file (66%), ease of use of clouds (63%) and Document access
without a third party has better employment effects (58%). The calculated value of
Chi-square does not indicate any similarity in opinion about using cloud applications
among students and structure null hypothesis H3 is accepted.

Agree Neutral Disagree

Statements Mean SD
N (%) N (%) N (%)
Limited technology experience 54 (28) 118 (62) 18 (9) 1.81 0.59
Lack of past experience on using
90 (47) 63 (33) 37 (19) 1.72 0.77
Cloud application technology
Lack of motivation 120 (63) 40 (21) 30 (16) 1.53 0.75
Too challenging in usage 68 (36) 88 (46) 34 (18) 1.82 0.71
Lack of instructions 123 (65) 44 (23) 23 (12) 1.47 0.70
Avoiding commonly used online
tools such YouTube, Facebook 24 (13) 152 (80) 14 (7) 1.95 0.44
by instructors

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Living close to educational

79 (42) 67 (35) 44 (23) 1.82 0.78
institutions
Wi-Fi Internet Connectivity 29 (15) 153 (81) 8 (4) 1.89 0.43
Security 36 (19) 136 (72) 18 (9) 1.91 0.52
Password Security 30 (16) 20 (11) 140 (74) 2.58 0.75
Cost Management 21 (119 153 (81) 16 (8) 1.97 0.44
Multi-Cloud Environments 120 (63) 54 (28) 16 (8) 1.45 0.65
Lack of cloud infrastructure in
39 (21) 135 (71) 16 (8) 1.88 0.52
Campus
Notes: x = 1023.7**; df= 24, Critical value= 36.4**; Significant at 0.05 level
2

Table 8. Barriers faced in using cloud application services by students

There are many problems associated with the use of cloud applications by students.
While getting information from the students, they were asked to mention the problems
faced by them during the usage of the Cloud Application. Table 8 reveals that the
majority of students have faced the problem of lack of instructions (63%) with a mean
value of 1.47 and SD being 0.70, lack of motivation (63%) with a mean value of 1.53
and SD being 0.75, and multi-Cloud environments (63%) with a mean value of 1.43
and SD being 0.63 to use the cloud applications. Although the majority of students
are neutral with the statement of Wi-Fi Internet Connectivity (81%), Cost
Management (81%), voiding commonly used online tools such YouTube, Facebook
by instructors (80%), Security (72%), and lack of cloud infrastructure in Campus
(71%). Using Chi-square, it is found that there is no similarity in the problems faced
by students while using cloud applications and the structure null hypothesis H4 is
accepted.

7. Conclusions
In the current years, cloud computing has created imaginative applications that help
teachers and students in education structures. In order to improve students' virtual and
visual abilities, worldwide educators are using cloud applications. By implementing
cloud-based advancements in education and educational experiences, educators are
promoting their learning plans and inspiring students to rely on cloud-based
applications in their learning processes. A powerful framework is essential to
implement cloud enhancements in teaching and learning centers, as they required
positive support. In the usage of cloud computing students face can problems with a
lack of instructions, motivation, multiple cloud environments, and limited internet Wi-
Fi access.
According to the results of the study, the majority of students are familiar with
cloud applications and have been using cloud-based services for more than a year.
Further, the study shows that most students prefer to use G Suite, Microsoft, and
Knowledge Matters cloud learning applications. The findings also show that students
prefer to use social media applications for learning, like WhatsApp, Facebook, and
YouTube. Most students in the study preferred Google Meet and Zoom for cloud-
based meeting software. They offer video conferencing software and other meeting

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software, allowing users to get in touch in no time through screen and desktop sharing.
In the network-based environment, there are many popular video conferencing and
meeting software in the market that attracts users who are looking for a simpler and
more affordable option through their free tiers and accessibility. Many students use
Google Drive and pCloud to store and secure their data. Study proved that students
are facing the problem of instructions, motivation, multiple cloud environments, and
limited internet Wi-Fi access while using cloud applications. The study concludes that
it is very important to confirm that cloud-based applications support a greater level of
goal consistency in the way students learn. Moreover, Kurukshetra University should
make its students more educated about cloud services and increase their basic
understanding of cloud applications and learning methods by conducted workshops,
which will enhance their confidence in utilizing cloud applications for improving
learning performance. Also, the university should try to remove the barrier to the
usage of cloud application services by students. Because of the findings, cloud-based
learning programs are currently in a period of great advancement in mechanical
technology and are attracting students' attention. Using cloud-based advancements,
the study predicts students' academic performances.

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