International Journal of Smart Technology and Learning (10 papers in press)

Regular Issues

• Challenges of mandatory ICT use among university lecturers and students during COVID-19 in Liberia  
  by Gabriel M. Kennedy 
  Abstract: This research aimed to identify the challenges of Information and Communication Technology (ICT) use among university lecturers and students in Liberia during the COVID-19 pandemic. The method selected was mixed research. Both open- and close-ended questions were employed and analysed. The selective sampling method was used to sample 100 participants for the study. For survey data collection, 100 participants, consisting of lecturers and students, engaged in this research, targeting a diverse range of universities in Liberia. Eight lecturers from these universities were interviewed. The study found that weak internet connectivity, lack of proper ICT infrastructure, lack of training and development in ICT use, absence of technical support, lack of support from senior peers and financial constraints are the major challenges of ICT use for both teachers and students. Recommended approaches to mitigate these challenges are identified, i.e., key measures that must be considered to reduce barriers and improve ICT use include universities' improvement of and investment in ICT; advanced tools for e-examination and evaluation, training and development initiatives; and improvement of educational policies.
  Keywords: challenges; COVID-19; digital literacy; ICT; online learning.
  DOI: 10.1504/IJSMARTTL.2024.10064867
   
  
• Challenges encountered by overseas Chinese students during online learning amid COVID-19  
  by Ming Chen, Meiyan Liu, Aiqin Yu 
  Abstract: The global response to the COVID-19 pandemic necessitated a rapid shift to online education in higher education institutions worldwide, catching both educators and students off guard. This shift was particularly impactful for Chinese postgraduate students, who make up a considerable proportion of international students in the UK. Anticipating an immersive academic experience abroad, these students found themselves forced into online learning environments. Against this background, this study explored the online learning experiences of Chinese postgraduate students in the UK, using multimodal artefact creation and semi-structured interview for data collection. The findings indicated students' declining interest in online learning and their difficulties in establishing teacher-student relationships, due to their unfamiliarity with Western communication preferences and the limited social presence in virtual learning environments. This research sheds light on the intricacies and barriers of online learning.
  Keywords: online learning experience; Chinese students; UK universities; COVID-19.
  DOI: 10.1504/IJSMARTTL.2024.10064868
   
  
• The attitude of students toward digital and sustainable pedagogies in training with technology  
  by Mohamed Oubibi, Antony Fute, Atif Saleem 
  Abstract: Besides the increasing urgency to embrace digital literacy culminated by globalisation and the COVID-19 pandemic, educators also have a profound pressure to be more adept and agile in integrating modern technologies in their pedagogical repertoires. This paper aims to explore the attitudes of students toward digital and sustainable pedagogies in training with technology, a critical factor in understanding the efficacy and adoption of such educational strategies. This study highlights the profound implications and innovations from qualitative studies from previous scholars and conducted a survey to confirm the previous qualitative studies. The findings indicate that although digital pedagogies are essential for an interactive and collaborative atmosphere in the classroom, training and professional development are inevitable for the instructors as the key stakeholders. Notably, the paper affirms that blended learning is also a significant strategy for motivating learners and actively participating in the classroom.
  Keywords: sustainable education; digital pedagogies; digital literacy; digital technologies; teacher training.
  DOI: 10.1504/IJSMARTTL.2024.10065731
   
  
• Mapping the landscape of smart technology in learning: a bibliometric analysis of research trends and influential factors  
  by Md Nurul Islam 
  Abstract: The rapid advancement of smart technology has revolutionised learning paradigms, ushering in innovative educational practices. This bibliometric analysis maps the landscape of smart technology in learning, exploring research trends, influential factors, and practical implications. Using the Scopus database, 6046 open-access documents from 2019 to 2023 were analysed with Biblioshiny and VOSviewer. The findings reveal a substantial growth in scholarly output, with a 22.91% average annual growth rate and 13.16 citations per document. Leading publishing countries are China, Indonesia, and the USA, with significant contributions from King Abdulaziz University and the University of California. Key themes include e-learning, IoT applications, gamification, and AI integration. Thematic analysis highlights the prominence of e-learning and human-related topics. Practical implications cover curriculum development, teacher training, digital inclusion, global collaboration, and interdisciplinary efforts. These insights aid educators, policymakers, and researchers in leveraging smart technology for inclusive and innovative educational experiences worldwide.
  Keywords: e-learning; IoT; internet of things; VR; virtual reality; AI; artificial intelligence; adaptive learning; gamification.
  DOI: 10.1504/IJSMARTTL.2024.10065732
   
  
• Exploring the effects of artificial intelligence tools on the essay-writing skills of higher secondary students  
  by Smitha Iyanna Pattada 
  Abstract: Current developments in Artificial Intelligence (AI) have led to debates about whether the use of AI tools in the classroom could be beneficial to student learning. This study aimed to investigate whether AI tools could impact the essay-writing skills of English as a Second Language (ESL) students studying at the higher secondary level, in terms of improving their creativity, originality and overall language skills. The study adopted a qualitative data collection method involving analysis of written samples: essays by six higher secondary school students. Comparisons were made between essays written with and without the use of AI tools, to gauge if essay-writing skills showed improvement with the use of AI. A survey was also conducted among six language teachers, to examine their perceptions towards the use of AI tools by students. The study found that, although there was an improvement in the overall language development and structural organisation of the essays when AI was used, there were no improvements in terms of creativity or originality. These findings imply that the use of AI tools for essay writing results in clear benefits for ESL students, in terms of enhancing their language proficiency.
  Keywords: AI tools; language acquisition; higher secondary school students; ESL; chatbots; independent critical thinking; essay writing.
  DOI: 10.1504/IJSMARTTL.2024.10065733
   
  

Special Issue on: Higher Education Role in Building Smart Citizens in Rural Africa

• Fused Multimodal Biometric Authentication for an Open Distance Learning Environment Online Examination  
  by Prince Yaw Owusu Amoako, Ernest Mnkandla 
  Abstract: The recent development of digital sensors such as cameras and scanners for capturing images and sound analysis systems for voice verifications has contributed significantly to authentication mechanisms in many applications The validation of students’ identity during examinations in an open-distance electronic learning (ODeL) environment continues to pose challenges As a result, much attention has not been given to the implementation of authentication techniques in this area to prevent a third party from dictating answers at an unnoticeable location to an agent during an examination This paper proposes a fused multimodal biometric authentication model based on facial recognition, voice recognition, and keystroke dynamics An experiment conducted on Moodle learning management system (LMS) on a client-server platform for 220 diverse students and 25 imposter students indicated prediction accuracy of 90% with a false acceptance rate (FAR) of 1 11% and false rejection rate (FRR) of 3 8% The results show significant improvement.
  Keywords: Fused Multimodal Biometric; Authentication; Online Examination.
  DOI: 10.1504/IJSMARTTL.2023.10059328
   
  
• Geographical Information Systems, a Smart Technology to Optimise Social Studies Undergraduates Education: An Appraisal  
  by Favour Atubi 
  Abstract: Using theoretical and empirical review, the author appraised the importance of using Geographic Information Systems resources as a smart technology for optimizing the teaching of Social Studies trainee teachers at the higher level of education. The need to bring in innovation and teach the course differently in higher institutions necessitated this paper. Geographical Information Systems a novel and multi-disciplinary technology that compute and display geographical information in a visual form, seems poised to achieve this objective. This smart technology can be harnessed in bringing new dimension to how undergraduates in teacher education learn and perceive Social Studies. Therefore this article is an attempt to highlight the positive effect Geographical Information System can have on Social Studies teacher training programme. Furthermore, the appraisal of related and empirical literature, showed that the benefits of Geographic Information Systems to Social Studies are numerous. They include enriching Social Studies course content; applying technology to understanding social issues; using data of large magnitude; giving a holistic picture of social issues faced globally; promoting activity based learning
  Keywords: Geographic Information Systems; Smart Technology; Optimize; Higher Institutions; Social Studies; Undergraduates and Appraisal.
  DOI: 10.1504/IJSMARTTL.2024.10061025
   
  
• Smart education: Opportunities, challenges and future of traditional education  
  by Emeka J. Chukwuemeka  
  Abstract: The landscape of education has witnessed a shift from the traditional system of education to smart classrooms. This paper argues that traditional education remains an integral part of the teaching and learning process while exploring the opportunities of smart education and traditional education. Smart education leverages cutting-edge technologies such as AI, VR, and the IoT to enhance the learning experience, making it more personalized, interactive, and accessible. However, the integration of smart education into traditional systems is not without its challenges such as privacy concerns, the need for teacher training and so on. This study delves into these challenges, providing insights into how they can be addressed to maximize the benefits of smart education. The paper draws a conclusion by outlining how smart education can effectively be integrated with traditional education using various strategies while recommending further empirical and comparative studies that will measure its effect on learning outcomes.
  Keywords: smart education; traditional education; challenges; opportunities; smart learning; technology integration; technologies; Innovation; teaching; learning.
  DOI: 10.1504/IJSMARTTL.2024.10061026
   
  
• A Pedagogical Smart Learning Environment (PSLE): Mobile Transitioning at Home a Constructivism Theory in Ghana  
  by Muhideen Sayibu, Issah Iddrisu, Jamal Mohammed, Sulemana Iddrisu, Akintunde Yinka Tosin, Ekene Francis Okagbue 
  Abstract: This study examines smart child literacy aims to nurture smart-citizens with a constructivism approach of mobile learning, and simultaneously contribute to the pedagogical smart learning environment (PSLE) through smart play learning (SPL) at home. A convenient cross-sectional approach was employed for analysis of constructs. A sample population of 25 parents were interviewed through telephonic conversations and 20 through community interactivity over a period of 6 months, while, 20 kindergarten instructors were observed and questioned. The results showed that PSLE is a favorable for children preschool, caregiving, and SPL linked with cognitive learning. Smart apps found a significant cognitive development of children’s reasoning, while SPL showed a significant of smart-citizens in CogL. In light of these, age was controlled over caregiver’s mediation associated with children CogL. We recommend PSLE at home with smart apps, caregiving in child and building smart-citizens in Africa. Parents should guide preschooler’s interactivity with SLP constructive pedagogy.
  Keywords: Smart-play Learning (SPL); Pedagogy Smart Learning Environment(PSLE); Caregiver; Childcare; Cognitive Learning.
  DOI: 10.1504/IJSMARTTL.2024.10061027
   
  
• Equipped for the Future Model as a tool for harnessing lifelong learning in Ghana and South Africa  
  by Samuel Amponsah, Michael Agyemang Adarkwah, Madumetja Jayson Ledwaba 
  Abstract: Ghana and South Africa are African countries located on the two opposite ends of Independence from British colonial rule. Ghana was the first African country to obtain independence in 1957 while South Africa’s independence from the apartheid regime was in 1994. Ghana post-independence pushed for a mass literacy education campaign and South Africa pushed for a racially inclusive education system. This study focuses on the 16 generative skills in the Equipped for the Future (EFF) model and how they can be applied in both countries to harness lifelong learning. The EFF Model is fundamental to modern Ghana and South Africa amid the transition to the fourth industrial revolution. In achieving Sustainable Development Goal 4 of promoting lifelong learning opportunities for all, this study would interpret the model and its applicability in both Sub-Saharan countries. Lifelong learning demands a more learner-centred, environmentally-friendly, skills-based education that meets the needs of contemporary society.
  Keywords: Communication; Decision-making; Education; Equipped for the Future model; Interpersonal; Lifelong learning.
  DOI: 10.1504/IJSMARTTL.2024.10061028