| 1. |
- Danjuma, Kwetishe Joro, et al.
(författare)
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Mobile application for Ebola virus disease diagnosis (EbolaDiag)
- 2018
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Ingår i: Mobile Technologies and Socio-Economic Development in Emerging Nations. - Hershey, Pennsylvania : IGI Global. - 9781522540304 - 9781522540298 ; , s. 64-80
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Bokkapitel (refereegranskat)abstract
- This chapter describes how the Ebola virus is considered extremely infectious with a series of physical and psychological traumas on the victims. Common clinical signs associated with the disease include a sudden fever, severe headaches, muscle pain, fatigue, diarrhea, vomiting, and unexplained hemorrhages. In Africa, with strained medical facilities and remote localities, prompt identification and diagnosis of the symptoms of Ebola in a suspected patient are important to the control of the epidemic and in curtailing further spread. This chapter presents the development of an Android mobile application called EbolaDiag (Ebola Diagnosis), which is capable of supporting the diagnosis, screening, and healthcare experts working on the frontline in contact tracing and monitoring of the spread of Ebola. Furthermore, EbolaDiag is suitable for aiding the strained medical facilities in endemic areas. In addressing this gap, the application provided a model for implementing such solutions in pandemic environments. Such a solution becomes more relevant and useful to combat Ebola and several other diseases in similar environments.
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| 2. |
- Oyelere, Amos Sunday, et al.
(författare)
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Formative evaluation of immersive virtual reality expedition mini-games to facilitate computational thinking
- 2023
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Ingår i: Computers & Education: X Reality. - : Elsevier. - 2949-6780. ; 2
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Tidskriftsartikel (refereegranskat)abstract
- Recently, virtual reality (VR) technology has shown great potential in advancing education with many pedagogical benefits for building the 21st-century teaching and learning experience. This study conducted a formative evaluation of an immersive VR expedition application with the aim of understanding users' learning processes and how the application facilitates higher education students' computational thinking skills. Six participants were randomly selected to conduct this evaluation. A mixed research approach consisting of quantitative and qualitative methods was employed. The study quantitatively analyzed users' scores from gameplay to understand how the intervention supported computational thinking skills. Participants were also interviewed to collect data after playing the mini-games to investigate users' experiences. The study showcases players' computational thinking competency, assessed automatically during gameplay. Further, this study used inductive content analysis to demonstrate users' reactions to prototyped VR mini-games. The qualitative findings suggest that users found the VR mini-games interactive and immersive, which provided an opportunity to foster learners' computational thinking skills. The quantitative analysis revealed that student's computational thinking competency can be enhanced through consistent playing of the mini-games. Moreover, the expedition aspect of the VR game stimulated learners' curiosity, which sustained their learning progress. Furthermore, users gained new knowledge and found the mini-games educative. Nevertheless, several aspects of the VR mini-games need improvements, according to users' perceptions. This study contributes to the knowledge in terms of the affordances of VR in education research and provides relevant insights that can shape future studies, for example, the recent hype of metaverse in education.
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| 3. |
- Oyelere, Solomon Sunday, et al.
(författare)
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Artificial Intelligence in African Schools: Towards a Contextualized Approach
- 2022
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Ingår i: Proceedings of the 2022 IEEE Global Engineering Education Conference (EDUCON). - : IEEE. - 9781665444347 ; , s. 1577-1582
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Konferensbidrag (refereegranskat)abstract
- Artificial Intelligence (AI) for K-12 education has been considered a global initiative. However, evidence of Africa’s inclusion in globalization across schools is lacking in the literature. Besides, resources, including materials and content, are developed across Hong Kong, Japan, Europe, and the USA. These suggest that contextualized resources are effective for AI implementation in schools. Since appropriate pedagogical approaches, sound instructional methods, materials, tools, and activities familiar to the student for instruction lead to effective learning, we embark on a literature survey to unravel the approaches and kind of AI resources utilized across contexts. A systematic literature review methodology was used in this paper to understand the trends of teaching AI at the K-12 educational level. Scientific databases such as IEEE, ACM, Web of Science, and Scopus were searched to gather relevant literature in tandem with our research aim. Out of the 451 articles that were retrieved, only 54 fit well into the inclusion criteria and were reviewed for further analysis. This study revealed several existing approaches and resources used to teach AI in schools.
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| 4. |
- Agbo, Friday Joseph, et al.
(författare)
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Application of Virtual Reality in Computer Science Education : A Systemic Review Based on Bibliometric and Content Analysis Methods
- 2021
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 11:3
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Forskningsöversikt (refereegranskat)abstract
- This study investigated the role of virtual reality (VR) in computer science (CS) education over the last 10 years by conducting a bibliometric and content analysis of articles related to the use of VR in CS education. A total of 971 articles published in peer-reviewed journals and conferences were collected from Web of Science and Scopus databases to conduct the bibliometric analysis. Furthermore, content analysis was conducted on 39 articles that met the inclusion criteria. This study demonstrates that VR research for CS education was faring well around 2011 but witnessed low production output between the years 2013 and 2016. However, scholars have increased their contribution in this field recently, starting from the year 2017. This study also revealed prolific scholars contributing to the field. It provides insightful information regarding research hotspots in VR that have emerged recently, which can be further explored to enhance CS education. In addition, the quantitative method remains the most preferred research method, while the questionnaire was the most used data collection technique. Moreover, descriptive analysis was primarily used in studies on VR in CS education. The study concludes that even though scholars are leveraging VR to advance CS education, more effort needs to be made by stakeholders across countries and institutions. In addition, a more rigorous methodological approach needs to be employed in future studies to provide more evidence-based research output. Our future study would investigate the pedagogy, content, and context of studies on VR in CS education.
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| 5. |
- Agbo, Friday Joseph, et al.
(författare)
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Co-design of mini games for learning computational thinking in an online environment
- 2021
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Ingår i: Education and Information Technologies. - : Springer. - 1360-2357 .- 1573-7608. ; 26:5, s. 5815-5849
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Tidskriftsartikel (refereegranskat)abstract
- Understanding the principles of computational thinking (CT), e.g., problem abstraction, decomposition, and recursion, is vital for computer science (CS) students. Unfortunately, these concepts can be difficult for novice students to understand. One way students can develop CT skills is to involve them in the design of an application to teach CT. This study focuses on co-designing mini games to support teaching and learning CT principles and concepts in an online environment. Online co-design (OCD) of mini games enhances students’ understanding of problem-solving through a rigorous process of designing contextual educational games to aid their own learning. Given the current COVID-19 pandemic, where face-to-face co-designing between researchers and stakeholders could be difficult, OCD is a suitable option. CS students in a Nigerian higher education institution were recruited to co-design mini games with researchers. Mixed research methods comprising qualitative and quantitative strategies were employed in this study. Findings show that the participants gained relevant knowledge, for example, how to (i) create game scenarios and game elements related to CT, (ii) connect contextual storyline to mini games, (iii) collaborate in a group to create contextual low-fidelity mini game prototypes, and (iv) peer review each other’s mini game concepts. In addition, students were motivated toward designing educational mini games in their future studies. This study also demonstrates how to conduct OCD with students, presents lesson learned, and provides recommendations based on the authors’ experience.
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| 6. |
- Agbo, Friday Joseph, et al.
(författare)
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Design, development, and evaluation of a virtual reality game-based application to support computational thinking
- 2023
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Ingår i: Educational technology research and development. - : Springer Nature. - 1042-1629 .- 1556-6501. ; 71:2, s. 505-537
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Tidskriftsartikel (refereegranskat)abstract
- Computational thinking (CT) has become an essential skill nowadays. For young students, CT competency is required to prepare them for future jobs. This competency can facilitate students’ understanding of programming knowledge which has been a challenge for many novices pursuing a computer science degree. This study focuses on designing and implementing a virtual reality (VR) game-based application (iThinkSmart) to support CT knowledge. The study followed the design science research methodology to design, implement, and evaluate the first prototype of the VR application. An initial evaluation of the prototype was conducted with 47 computer science students from a Nigerian university who voluntarily participated in an experimental process. To determine what works and what needs to be improved in the iThinkSmart VR game-based application, two groups were randomly formed, consisting of the experimental (n = 21) and the control (n = 26) groups respectively. Our findings suggest that VR increases motivation and therefore increase students’ CT skills, which contribute to knowledge regarding the affordances of VR in education and particularly provide evidence on the use of visualization of CT concepts to facilitate programming education. Furthermore, the study revealed that immersion, interaction, and engagement in a VR educational application can promote students’ CT competency in higher education institutions (HEI). In addition, it was shown that students who played the iThinkSmart VR game-based application gained higher cognitive benefits, increased interest and attitude to learning CT concepts. Although further investigation is required in order to gain more insights into students learning process, this study made significant contributions in positioning CT in the HEI context and provides empirical evidence regarding the use of educational VR mini games to support students learning achievements.
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| 7. |
- Agbo, Friday Joseph, et al.
(författare)
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Examining the relationships between students’ perceptions of technology, pedagogy, and cognition: the case of immersive virtual reality mini games to foster computational thinking in higher education
- 2023
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Ingår i: Smart Learning Environments. - : Springer. - 2196-7091. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- Researchers are increasingly exploring educational games in immersive virtual reality (IVR) environments to facilitate students’ learning experiences. Mainly, the effect of IVR on learning outcomes has been the focus. However, far too little attention has been paid to the influence of game elements and IVR features on learners’ perceived cognition. This study examined the relationship between game elements (challenge, goal clarity, and feedback) as pedagogical approach, features of IVR technology (immersion and interaction), and learners’ perceived cognition (reflective thinking and comprehension). An experiment was conducted with 49 undergraduate students who played an IVR game-based application (iThinkSmart) containing mini games developed to facilitate learners’ computational thinking competency. The study employed partial least squares structural equation modelling to investigate the effect of educational game elements and learning contents on learner’s cognition. Findings show that goal clarity is the main predictor of learners’ reflective thinking and comprehension in an educational game-based IVR application. It was also confirmed that immersion and interaction experience impact learner’s comprehension. Notably, adequate learning content in terms of the organisation and relevance of the content contained in an IVR game-based application significantly moderate learners’ reflective thinking and comprehension. The findings of this study have implications for educators and developers of IVR game-based intervention to facilitate learning in the higher education context. In particular, the implication of this study touches on the aspect of learners’ cognitive factors that aim to produce 21st-century problem-solving skills through critical thinking.
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| 8. |
- Agbo, Friday Joseph, et al.
(författare)
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iThinkSmart: Immersive Virtual Reality Mini Games to Facilitate Students’ Computational Thinking Skills
- 2021
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Ingår i: Koli Calling '21: 21st Koli Calling International Conference on Computing Education Research. - New York, NY, USA : Association for Computing Machinery.
-
Konferensbidrag (refereegranskat)abstract
- This paper presents iThinkSmart, an immersive virtual reality-based application to facilitate the learning of computational thinking (CT) concepts. The tool was developed to supplement the traditional teaching and learning of CT by integrating three virtual mini games, namely, River Crossing, Tower of Hanoi, and Mount Patti treasure hunt, to foster immersion, interaction, engagement, and personalization for an enhanced learning experience. iThinkSmart mini games can be played on a smartphone with a Goggle Cardboard and hand controller. This first prototype of the game accesses players' competency of CT and renders feedback based on learning progress.
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| 9. |
- Agbo, Friday Joseph, et al.
(författare)
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Scientific production and thematic breakthroughs in smart learning environments : a bibliometric analysis
- 2021
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Ingår i: Smart Learning Environments. - : Springer. - 2196-7091. ; 8
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Forskningsöversikt (refereegranskat)abstract
- This study examines the research landscape of smart learning environments by conducting a comprehensive bibliometric analysis of the field over the years. The study focused on the research trends, scholar’s productivity, and thematic focus of scientific publications in the field of smart learning environments. A total of 1081 data consisting of peer-reviewed articles were retrieved from the Scopus database. A bibliometric approach was applied to analyse the data for a comprehensive overview of the trend, thematic focus, and scientific production in the field of smart learning environments. The result from this bibliometric analysis indicates that the first paper on smart learning environments was published in 2002; implying the beginning of the field. Among other sources, “Computers & Education,” “Smart Learning Environments,” and “Computers in Human Behaviour” are the most relevant outlets publishing articles associated with smart learning environments. The work of Kinshuk et al., published in 2016, stands out as the most cited work among the analysed documents. The United States has the highest number of scientific productions and remained the most relevant country in the smart learning environment field. Besides, the results also showed names of prolific scholars and most relevant institutions in the field. Keywords such as “learning analytics,” “adaptive learning,” “personalized learning,” “blockchain,” and “deep learning” remain the trending keywords. Furthermore, thematic analysis shows that “digital storytelling” and its associated components such as “virtual reality,” “critical thinking,” and “serious games” are the emerging themes of the smart learning environments but need to be further developed to establish more ties with “smart learning”. The study provides useful contribution to the field by clearly presenting a comprehensive overview and research hotspots, thematic focus, and future direction of the field. These findings can guide scholars, especially the young ones in field of smart learning environments in defining their research focus and what aspect of smart leaning can be explored.
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| 10. |
- Alizadehsani, Roohallah, et al.
(författare)
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Explainable Artificial Intelligence for Drug Discovery and Development: A Comprehensive Survey
- 2024
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Ingår i: IEEE Access. - : Institute of Electrical and Electronics Engineers Inc.. - 2169-3536. ; 12, s. 35796-35812
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Forskningsöversikt (refereegranskat)abstract
- The field of drug discovery has experienced a remarkable transformation with the advent of artificial intelligence (AI) and machine learning (ML) technologies. However, as these AI and ML models are becoming more complex, there is a growing need for transparency and interpretability of the models. Explainable Artificial Intelligence (XAI) is a novel approach that addresses this issue and provides a more interpretable understanding of the predictions made by machine learning models. In recent years, there has been an increasing interest in the application of XAI techniques to drug discovery. This review article provides a comprehensive overview of the current state-of-the-art in XAI for drug discovery, including various XAI methods, their application in drug discovery, and the challenges and limitations of XAI techniques in drug discovery. The article also covers the application of XAI in drug discovery, including target identification, compound design, and toxicity prediction. Furthermore, the article suggests potential future research directions for the application of XAI in drug discovery. This review article aims to provide a comprehensive understanding of the current state of XAI in drug discovery and its potential to transform the field.
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