Please cite the following paper when using this dataset:

N. Thakur, “A Large-Scale Dataset of Twitter Chatter about Online Learning during the Current COVID-19 Omicron Wave,” Journal of Data, vol. 7, no. 8, p. 109, Aug. 2022, doi: 10.3390/data7080109

Abstract

The COVID-19 Omicron variant, reported to be the most immune evasive variant of COVID-19, is resulting in a surge of COVID-19 cases globally. This has caused schools, colleges, and universities in different parts of the world to transition to online learning. As a result, social media platforms such as Twitter are seeing an increase in conversations, centered around information seeking and sharing, related to online learning. Mining such conversations, such as Tweets, to develop a dataset can serve as a data resource for interdisciplinary research related to the analysis of interest, views, opinions, perspectives, attitudes, and feedback towards online learning during the current surge of COVID-19 cases caused by the Omicron variant. Therefore this work presents a large-scale public Twitter dataset of conversations about online learning since the first detected case of the COVID-19 Omicron variant in November 2021. The dataset is compliant with the privacy policy, developer agreement, and guidelines for content redistribution of Twitter and the FAIR principles (Findability, Accessibility, Interoperability, and Reusability) principles for scientific data management.

Data Description

The dataset comprises a total of 52,984 Tweet IDs (that correspond to the same number of Tweets) about online learning that were posted on Twitter from 9th November 2021 to 13th July 2022. The earliest date was selected as 9th November 2021, as the Omicron variant was detected for the first time in a sample that was collected on this date. 13th July 2022 was the most recent date as per the time of data collection and publication of this dataset.

The dataset consists of 9 .txt files. An overview of these dataset files along with the number of Tweet IDs and the date range of the associated tweets is as follows. Table 1 shows the list of all the synonyms or terms that were used for the dataset development.

Filename: TweetIDs_November_2021.txt (No. of Tweet IDs: 1283, Date Range of the associated Tweet IDs: November 1, 2021 to November 30, 2021)

Filename: TweetIDs_December_2021.txt (No. of Tweet IDs: 10545, Date Range of the associated Tweet IDs: December 1, 2021 to December 31, 2021)

Filename: TweetIDs_January_2022.txt (No. of Tweet IDs: 23078, Date Range of the associated Tweet IDs: January 1, 2022 to January 31, 2022)

Filename: TweetIDs_February_2022.txt (No. of Tweet IDs: 4751, Date Range of the associated Tweet IDs: February 1, 2022 to February 28, 2022)

Filename: TweetIDs_March_2022.txt (No. of Tweet IDs: 3434, Date Range of the associated Tweet IDs: March 1, 2022 to March 31, 2022)

Filename: TweetIDs_April_2022.txt (No. of Tweet IDs: 3355, Date Range of the associated Tweet IDs: April 1, 2022 to April 30, 2022)

Filename: TweetIDs_May_2022.txt (No. of Tweet IDs: 3120, Date Range of the associated Tweet IDs: May 1, 2022 to May 31, 2022)

Filename: TweetIDs_June_2022.txt (No. of Tweet IDs: 2361, Date Range of the associated Tweet IDs: June 1, 2022 to June 30, 2022)

Filename: TweetIDs_July_2022.txt (No. of Tweet IDs: 1057, Date Range of the associated Tweet IDs: July 1, 2022 to July 13, 2022)

The dataset contains only Tweet IDs in compliance with the terms and conditions mentioned in the privacy policy, developer agreement, and guidelines for content redistribution of Twitter. The Tweet IDs need to be hydrated to be used. For hydrating this dataset the Hydrator application (link to download and a step-by-step tutorial on how to use Hydrator) may be used.

Table 1. List of commonly used synonyms, terms, and phrases for online learning and COVID-19 that were used for the dataset development

Terminology

List of synonyms and terms

COVID-19

Omicron, COVID, COVID19, coronavirus, coronaviruspandemic, COVID-19, corona, coronaoutbreak, omicron variant, SARS CoV-2, corona virus

online learning

online education, online learning, remote education, remote learning, e-learning, elearning, distance learning, distance education, virtual learning, virtual education, online teaching, remote teaching, virtual teaching, online class, online classes, remote class, remote classes, distance class, distance classes, virtual class, virtual classes, online course, online courses, remote course, remote courses, distance course, distance courses, virtual course, virtual courses, online school, virtual school, remote school, online college, online university, virtual college, virtual university, remote college, remote university, online lecture, virtual lecture, remote lecture, online lectures, virtual lectures, remote lectures

The open dataset, software, and other files accompanying the manuscript "An Open Combinatorial Diffraction Dataset Including Consensus Human and Machine Learning Labels with Quantified Uncertainty for Training New Machine Learning Models," submitted for publication to Integrated Materials and Manufacturing Innovations. Machine learning and autonomy are increasingly prevalent in materials science, but existing models are often trained or tuned using idealized data as absolute ground truths. In actual materials science, "ground truth" is often a matter of interpretation and is more readily determined by consensus. Here we present the data, software, and other files for a study using as-obtained diffraction data as a test case for evaluating the performance of machine learning models in the presence of differing expert opinions. We demonstrate that experts with similar backgrounds can disagree greatly even for something as intuitive as using diffraction to identify the start and end of a phase transformation. We then use a logarithmic likelihood method to evaluate the performance of machine learning models in relation to the consensus expert labels and their variance. We further illustrate this method's efficacy in ranking a number of state-of-the-art phase mapping algorithms. We propose a materials data challenge centered around the problem of evaluating models based on consensus with uncertainty. The data, labels, and code used in this study are all available online at data.gov, and the interested reader is encouraged to replicate and improve the existing models or to propose alternative methods for evaluating algorithmic performance.

Lucie Training Dataset Card

The Lucie Training Dataset is a curated collection of text data in English, French, German, Spanish and Italian culled from a variety of sources including: web data, video subtitles, academic papers, digital books, newspapers, and magazines, some of which were processed by Optical Character Recognition (OCR). It also contains samples of diverse programming languages. The Lucie Training Dataset was used to pretrain Lucie-7B, a foundation LLM with strong… See the full description on the dataset page: https://huggingface.co/datasets/OpenLLM-France/Lucie-Training-Dataset.

A file that holds the master records for all online training courses nominated for reimbursement.

Subject: EducationSpecific: Online Learning and FunType: Questionnaire survey data (csv / excel)Date: February - March 2020Content: Students' views about online learning and fun Data Source: Project OLAFValue: These data provide students' beliefs about how learning occurs and correlations with fun. Participants were 206 students from the OU

Wirestock's AI/ML Image Training Data, 4.5M Files with Metadata: This data product is a unique offering in the realm of AI/ML training data. What sets it apart is the sheer volume and diversity of the dataset, which includes 4.5 million files spanning across 20 different categories. These categories range from Animals/Wildlife and The Arts to Technology and Transportation, providing a rich and varied dataset for AI/ML applications.

The data is sourced from Wirestock's platform, where creators upload and sell their photos, videos, and AI art online. This means that the data is not only vast but also constantly updated, ensuring a fresh and relevant dataset for your AI/ML needs. The data is collected in a GDPR-compliant manner, ensuring the privacy and rights of the creators are respected.

The primary use-cases for this data product are numerous. It is ideal for training machine learning models for image recognition, improving computer vision algorithms, and enhancing AI applications in various industries such as retail, healthcare, and transportation. The diversity of the dataset also means it can be used for more niche applications, such as training AI to recognize specific objects or scenes.

This data product fits into Wirestock's broader data offering as a key resource for AI/ML training. Wirestock is a platform for creators to sell their work, and this dataset is a collection of that work. It represents the breadth and depth of content available on Wirestock, making it a valuable resource for any company working with AI/ML.

The core benefits of this dataset are its volume, diversity, and quality. With 4.5 million files, it provides a vast resource for AI training. The diversity of the dataset, spanning 20 categories, ensures a wide range of images for training purposes. The quality of the images is also high, as they are sourced from creators selling their work on Wirestock.

In terms of how the data is collected, creators upload their work to Wirestock, where it is then sold on various marketplaces. This means the data is sourced directly from creators, ensuring a diverse and unique dataset. The data includes both the images themselves and associated metadata, providing additional context for each image.

The different image categories included in this dataset are Animals/Wildlife, The Arts, Backgrounds/Textures, Beauty/Fashion, Buildings/Landmarks, Business/Finance, Celebrities, Education, Emotions, Food Drinks, Holidays, Industrial, Interiors, Nature Parks/Outdoor, People, Religion, Science, Signs/Symbols, Sports/Recreation, Technology, Transportation, Vintage, Healthcare/Medical, Objects, and Miscellaneous. This wide range of categories ensures a diverse dataset that can cater to a variety of AI/ML applications.

Learning Management System online courses for USAID staff to access.

The dataset consists of feature vectors belonging to 12,330 sessions. The dataset was formed so that each session would belong to a different user in a 1-year period to avoid any tendency to a specific campaign, special day, user profile, or period. Of the 12,330 sessions in the dataset, 84.5% (10,422) were negative class samples that did not end with shopping, and the rest (1908) were positive class samples ending with shopping.The dataset consists of 10 numerical and 8 categorical attributes. The 'Revenue' attribute can be used as the class label.The dataset contains 18 columns, each representing specific attributes of online shopping behavior:Administrative and Administrative_Duration: Number of pages visited and time spent on administrative pages.Informational and Informational_Duration: Number of pages visited and time spent on informational pages.ProductRelated and ProductRelated_Duration: Number of pages visited and time spent on product-related pages.BounceRates and ExitRates: Metrics indicating user behavior during the session.PageValues: Value of the page based on e-commerce metrics.SpecialDay: Likelihood of shopping based on special days.Month: Month of the session.OperatingSystems, Browser, Region, TrafficType: Technical and geographical attributes.VisitorType: Categorizes users as returning, new, or others.Weekend: Indicates if the session occurred on a weekend.Revenue: Target variable indicating whether a transaction was completed (True or False).The original dataset has been picked up from the UCI Machine Learning Repository, the link to which is as follows :https://archive.ics.uci.edu/dataset/468/online+shoppers+purchasing+intention+datasetAdditional Variable InformationThe dataset consists of 10 numerical and 8 categorical attributes. The 'Revenue' attribute can be used as the class label. "Administrative", "Administrative Duration", "Informational", "Informational Duration", "Product Related" and "Product Related Duration" represent the number of different types of pages visited by the visitor in that session and total time spent in each of these page categories. The values of these features are derived from the URL information of the pages visited by the user and updated in real time when a user takes an action, e.g. moving from one page to another. The "Bounce Rate", "Exit Rate" and "Page Value" features represent the metrics measured by "Google Analytics" for each page in the e-commerce site. The value of "Bounce Rate" feature for a web page refers to the percentage of visitors who enter the site from that page and then leave ("bounce") without triggering any other requests to the analytics server during that session. The value of "Exit Rate" feature for a specific web page is calculated as for all pageviews to the page, the percentage that were the last in the session. The "Page Value" feature represents the average value for a web page that a user visited before completing an e-commerce transaction. The "Special Day" feature indicates the closeness of the site visiting time to a specific special day (e.g. Mother’s Day, Valentine's Day) in which the sessions are more likely to be finalized with transaction. The value of this attribute is determined by considering the dynamics of e-commerce such as the duration between the order date and delivery date. For example, for Valentina’s day, this value takes a nonzero value between February 2 and February 12, zero before and after this date unless it is close to another special day, and its maximum value of 1 on February 8. The dataset also includes operating system, browser, region, traffic type, visitor type as returning or new visitor, a Boolean value indicating whether the date of the visit is weekend, and month of the year.

The training dataset consisting of 20 million pairs of product offers referring to the same products. The offers were extracted from 43 thousand e-shops which provide schema.org annotations including some form of product ID such as a GTIN or MPN. We also created a gold standard by manually verifying 2000 pairs of offers belonging to four different product categories.

Online education has become more prevalent in the 21st century, especially after the COVID-19 pandemic. One of the major trends is the learning via Massive Open Online Courses (MOOCs), which is increasingly present at many universities around the world these days. In these courses, learners interact with the pre-designed materials and study everything mostly by themselves. Therefore, gaining insights into their satisfaction of such courses is vitally important to improve their learning experiences and performances. However, previous studies primarily focused on factors that affected learners’ satisfaction, not on how and what the satisfaction was. Moreover, past research mainly employed the narrative reviews posted on MOOC platforms; very few utilized survey and interview data obtained directly from MOOC users. The present study aims to fill in such gaps by employing a mixed-methods approach including a survey design and semi-structured interviews with the participation of 120 students, who were taking academic writing courses on Coursera (one of the world-leading MOOC platforms), at a private university in Vietnam. Results from both quantitative and qualitative data showed that the overall satisfaction of courses on Coursera was relatively low. Furthermore, most learners were not satisfied with their learning experience on the platform, primarily due to inappropriate assessment, lack of support, and interaction with teachers as well as improper plagiarism check. In addition, there were moderate correlations between students’ satisfaction and their perceived usefulness of Coursera courses. Pedagogically, teachers’ feedback and grading, faster support from course designers as well as easier-to-use plagiarism checking tools are needed to secure learners’ satisfaction of MOOCs.

This paper explores a unique dataset of all the SET ratings provided by students of one university in Poland at the end of the winter semester of the 2020/2021 academic year. The SET questionnaire used by this university is presented in Appendix 1. The dataset is unique for several reasons. It covers all SET surveys filled by students in all fields and levels of study offered by the university. In the period analysed, the university was entirely in the online regime amid the Covid-19 pandemic. While the expected learning outcomes formally have not been changed, the online mode of study could have affected the grading policy and could have implications for some of the studied SET biases. This Covid-19 effect is captured by econometric models and discussed in the paper. The average SET scores were matched with the characteristics of the teacher for degree, seniority, gender, and SET scores in the past six semesters; the course characteristics for time of day, day of the week, course type, course breadth, class duration, and class size; the attributes of the SET survey responses as the percentage of students providing SET feedback; and the grades of the course for the mean, standard deviation, and percentage failed. Data on course grades are also available for the previous six semesters. This rich dataset allows many of the biases reported in the literature to be tested for and new hypotheses to be formulated, as presented in the introduction section. The unit of observation or the single row in the data set is identified by three parameters: teacher unique id (j), course unique id (k) and the question number in the SET questionnaire (n ϵ {1, 2, 3, 4, 5, 6, 7, 8, 9} ). It means that for each pair (j,k), we have nine rows, one for each SET survey question, or sometimes less when students did not answer one of the SET questions at all. For example, the dependent variable SET_score_avg(j,k,n) for the triplet (j=Calculus, k=John Smith, n=2) is calculated as the average of all Likert-scale answers to question nr 2 in the SET survey distributed to all students that took the Calculus course taught by John Smith. The data set has 8,015 such observations or rows. The full list of variables or columns in the data set included in the analysis is presented in the attached filesection. Their description refers to the triplet (teacher id = j, course id = k, question number = n). When the last value of the triplet (n) is dropped, it means that the variable takes the same values for all n ϵ {1, 2, 3, 4, 5, 6, 7, 8, 9}.Two attachments:- word file with variables description- Rdata file with the data set (for R language).Appendix 1. Appendix 1. The SET questionnaire was used for this paper. Evaluation survey of the teaching staff of [university name] Please, complete the following evaluation form, which aims to assess the lecturer’s performance. Only one answer should be indicated for each question. The answers are coded in the following way: 5- I strongly agree; 4- I agree; 3- Neutral; 2- I don’t agree; 1- I strongly don’t agree. Questions 1 2 3 4 5 I learnt a lot during the course. ○ ○ ○ ○ ○ I think that the knowledge acquired during the course is very useful. ○ ○ ○ ○ ○ The professor used activities to make the class more engaging. ○ ○ ○ ○ ○ If it was possible, I would enroll for the course conducted by this lecturer again. ○ ○ ○ ○ ○ The classes started on time. ○ ○ ○ ○ ○ The lecturer always used time efficiently. ○ ○ ○ ○ ○ The lecturer delivered the class content in an understandable and efficient way. ○ ○ ○ ○ ○ The lecturer was available when we had doubts. ○ ○ ○ ○ ○ The lecturer treated all students equally regardless of their race, background and ethnicity. ○ ○

The Learning Resources Database is a catalog of interactive tutorials, videos, online classes, finding aids, and other instructional resources on National Library of Medicine (NLM) products and services. Resources may be available for immediate use via a browser or downloadable for use in course management systems.

Students' intrinsic motivation is one component that impacts the success of online learning in higher education. Understanding the powers of intrinsic motivation is critical for accomplishing successful schooling. Based on their gender, age, and level of education, this research gives data to assess students' intrinsic motivation in South Sumatera. There are 22 items in the data set, with 1037 respondents. The respondents came from various parts of Indonesia's South Sumatera region. The Rasch model will analyze 1,037 data respondents with Winsteps Version 3.73 Application. The Rasch model formula raises the data's quality. This data can be used to produce students' intrinsic motivation and build a recommender for policy learning in South Sumatera, Indonesia.

This is a dataset used for the online stats training website (https://www.rensvandeschoot.com/tutorials/) and is based on the data used by van de Schoot, van der Velden, Boom, and Brugman (2010).

The dataset is based on a study that investigates an association between popularity status and antisocial behavior from at-risk adolescents (n = 1491), where gender and ethnic background are moderators under the association. The study distinguished subgroups within the popular status group in terms of overt and covert antisocial behavior.For more information on the sample, instruments, methodology, and research context, we refer the interested readers to van de Schoot, van der Velden, Boom, and Brugman (2010).

Variable name Description

Respnr = Respondents’ number

Dutch = Respondents’ ethnic background (0 = Dutch origin, 1 = non-Dutch origin)

gender = Respondents’ gender (0 = boys, 1 = girls)

sd = Adolescents’ socially desirable answering patterns

covert = Covert antisocial behavior

overt = Overt antisocial behavior

We introduce HUMAN4D, a large and multimodal 4D dataset that contains a variety of human activities simultaneously captured by a professional marker-based MoCap, a volumetric capture and an audio recording system. By capturing 2 female and 2 male professional actors performing various full-body movements and expressions, HUMAN4D provides a diverse set of motions and poses encountered as part of single- and multi-person daily, physical and social activities (jumping, dancing, etc.), along with multi-RGBD (mRGBD), volumetric and audio data. Despite the existence of multi-view color datasets captured with the use of hardware (HW) synchronization, to the best of our knowledge, HUMAN4D is the first and only public resource that provides volumetric depth maps with high synchronization precision due to the use of intra- and inter-sensor HW-SYNC. Moreover, a spatio-temporally aligned scanned and rigged 3D character complements HUMAN4D to enable joint research on time-varying and high-quality dynamic meshes. We provide evaluation baselines by benchmarking HUMAN4D with state-of-the-art human pose estimation and 3D compression methods. For the former, we apply 2D and 3D pose estimation algorithms both on single- and multi-view data cues. For the latter, we benchmark open-source 3D codecs on volumetric data respecting online volumetric video encoding and steady bit-rates. Furthermore, qualitative and quantitative visual comparison between mesh-based volumetric data reconstructed in different qualities showcases the available options with respect to 4D representations. HUMAN4D is introduced to the computer vision and graphics research communities to enable joint research on spatio-temporally aligned pose, volumetric, mRGBD and audio data cues.The dataset and its code are available online.

Many e-shops have started to mark-up product data within their HTML pages using the schema.org vocabulary. The Web Data Commons project regularly extracts such data from the Common Crawl, a large public web crawl. The Web Data Commons Training and Test Sets for Large-Scale Product Matching contain product offers from different e-shops in the form of binary product pairs (with corresponding label "match" or "no match") for four product categories, computers, cameras, watches and shoes.

In order to support the evaluation of machine learning-based matching methods, the data is split into training, validation and test sets. For each product category, we provide training sets in four different sizes (2.000-70.000 pairs). Furthermore there are sets of ids for each training set for a possible validation split (stratified random draw) available. The test set for each product category consists of 1.100 product pairs. The labels of the test sets were manually checked while those of the training sets were derived using shared product identifiers from the Web via weak supervision.

The data stems from the WDC Product Data Corpus for Large-Scale Product Matching - Version 2.0 which consists of 26 million product offers originating from 79 thousand websites.

288,776 anonymized adult chest x-ray dataset in 1024 x 1024 pixel DICOM format with corresponding anonymized free-text reports from Dunedin Hospital, New Zealand between 2010 - 2020. Corresponding radiology reports generated by FRANZCR radiologists were manually annotated for 45 common radiological findings mapped to Unified Medical Language System (UMLS) ontology. Each of the multiclassification annotations contains 4 types of labels, namely positive, uncertain, negative and not mentioned. 33,486 studies were manually labeled. 255,290 were labeled by deep learning models. Accuracy of the AI labeled portion of the dataset with respect to each label will be outlined in the published paper. In the provided dataset, image filenames contain patient index (enabling analysis requiring grouping of images by patients), as well as anonymized date of acquisition information where the temporal relationship between images is preserved. This dataset can be used for training and testing for deep learning algorithms for adult chest x rays.To access the data, an ethics training process is required and is divided into 2 steps:1. An online ethics course at https://globalhealthtrainingcentre.tghn.org/ethics-and-best-practices-sharing-individual-level-data-clinical-and-public-health-research/. You will need to register an account to be able to take the free online ethics course. Once you finished the course quiz, please send the course certificate to sijingfeng@gmail.com2. Signing the Data Use Agreement. It can be accessed at Data Use Agreement- Unanonymised data.pdf. Once you signed the Data Use Agreement, please also send the signed copy to sijingfeng@gmail.comAfter successfully completion of both of above steps, a private link to download the dataset will be sent.

Three datasets are available, each consisting of 15 csv files. Each file containing the voxelised shower information obtained from single particles produced at the front of the calorimeter in the |η| range (0.2-0.25) simulated in the ATLAS detector. Two datasets contain photons events with different statistics; the larger sample has about 10 times the number of events as the other. The other dataset contains pions. The pion dataset and the photon dataset with the lower statistics were used to train the corresponding two GANs presented in the AtlFast3 paper SIMU-2018-04.

The information in each file is a table; the rows correspond to the events and the columns to the voxels. The voxelisation procedure is described in the AtlFast3 paper linked above and in the dedicated PUB note ATL-SOFT-PUB-2020-006. In summary, the detailed energy deposits produced by ATLAS were converted from x,y,z coordinates to local cylindrical coordinates defined around the particle 3-momentum at the entrance of the calorimeter. The energy deposits in each layer were then grouped in voxels and for each voxel the energy was stored in the csv file. For each particle, there are 15 files corresponding to the 15 energy points used to train the GAN. The name of the csv file defines both the particle and the energy of the sample used to create the file.

The size of the voxels is described in the binning.xml file. Software tools to read the XML file and manipulate the spatial information of voxels are provided in the FastCaloGAN repository.

Updated on February 10th 2022. A new dataset photons_samples_highStat.tgz was added to this record and the binning.xml file was updated accordingly.

Updated on April 18th 2023. A new dataset pions_samples_highStat.tgz was added to this record.

A dataset containing learning analytics data for the playback of learning materials in video format in different college courses in the STEM field, across a period of ten years. It can be used to test hypothesis and tools regarding the use of video in different learning environments, and should be of interest to the learning analytics and educational data mining communities. It can also be of help to teachers and other stakeholders in the educational process to take decisions based on learners actions when playing videos. It consists of data for 35 different videos, with a total of 40,453 sessions, and 313,724 records. The videos are accompanied by their timestamped transcription, both in the original language and their translation into English

According to Cognitive Market Research, the global Ai Training Data market size is USD 1865.2 million in 2023 and will expand at a compound annual growth rate (CAGR) of 23.50% from 2023 to 2030.

The demand for Ai Training Data is rising due to the rising demand for labelled data and diversification of AI applications.
Demand for Image/Video remains higher in the Ai Training Data market.
The Healthcare category held the highest Ai Training Data market revenue share in 2023.
North American Ai Training Data will continue to lead, whereas the Asia-Pacific Ai Training Data market will experience the most substantial growth until 2030.

Market Dynamics of AI Training Data Market

Key Drivers of AI Training Data Market

Rising Demand for Industry-Specific Datasets to Provide Viable Market Output

A key driver in the AI Training Data market is the escalating demand for industry-specific datasets. As businesses across sectors increasingly adopt AI applications, the need for highly specialized and domain-specific training data becomes critical. Industries such as healthcare, finance, and automotive require datasets that reflect the nuances and complexities unique to their domains. This demand fuels the growth of providers offering curated datasets tailored to specific industries, ensuring that AI models are trained with relevant and representative data, leading to enhanced performance and accuracy in diverse applications.

In July 2021, Amazon and Hugging Face, a provider of open-source natural language processing (NLP) technologies, have collaborated. The objective of this partnership was to accelerate the deployment of sophisticated NLP capabilities while making it easier for businesses to use cutting-edge machine-learning models. Following this partnership, Hugging Face will suggest Amazon Web Services as a cloud service provider for its clients.

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Advancements in Data Labelling Technologies to Propel Market Growth

The continuous advancements in data labelling technologies serve as another significant driver for the AI Training Data market. Efficient and accurate labelling is essential for training robust AI models. Innovations in automated and semi-automated labelling tools, leveraging techniques like computer vision and natural language processing, streamline the data annotation process. These technologies not only improve the speed and scalability of dataset preparation but also contribute to the overall quality and consistency of labelled data. The adoption of advanced labelling solutions addresses industry challenges related to data annotation, driving the market forward amidst the increasing demand for high-quality training data.

In June 2021, Scale AI and MIT Media Lab, a Massachusetts Institute of Technology research centre, began working together. To help doctors treat patients more effectively, this cooperation attempted to utilize ML in healthcare.

www.ncbi.nlm.nih.gov/pmc/articles/PMC7325854/

Restraint Factors Of AI Training Data Market

Data Privacy and Security Concerns to Restrict Market Growth

A significant restraint in the AI Training Data market is the growing concern over data privacy and security. As the demand for diverse and expansive datasets rises, so does the need for sensitive information. However, the collection and utilization of personal or proprietary data raise ethical and privacy issues. Companies and data providers face challenges in ensuring compliance with regulations and safeguarding against unauthorized access or misuse of sensitive information. Addressing these concerns becomes imperative to gain user trust and navigate the evolving landscape of data protection laws, which, in turn, poses a restraint on the smooth progression of the AI Training Data market.

How did COVID–19 impact the Ai Training Data market?

The COVID-19 pandemic has had a multifaceted impact on the AI Training Data market. While the demand for AI solutions has accelerated across industries, the availability and collection of training data faced challenges. The pandemic disrupted traditional data collection methods, leading to a slowdown in the generation of labeled datasets due to restrictions on physical operations. Simultaneously, the surge in remote work and the increased reliance on AI-driven technologies for various applications fueled the need for diverse and relevant training data. This duali...