Exploring the Impact of Learning Technologies in Teaching Interaction Design: A Case Study at First Technical University, Nigeria

Teaching interaction design poses unique challenges as it requires discussing design principles for interactive products. Conventional methods like static slides and lectures often fail to effectively engage learners, leading to reduced satisfaction and limited active participation. To address this issue, an action research study was conducted at First Technical University, Nigeria, to investigate the impact of incorporating learning technologies in teaching interaction design. The study involved 21 purposively selected 200 level students from the Computer Science and Software Engineering departments who willingly participated to compare their previous instruction in interaction design.The study aimed to adapt the current learning approach by emphasizing technology-enhanced methods such as flipped classrooms and online teaching. By integrating technology-equipped pedagogy, the research aimed to enhance learners' engagement and interest in the subject.The findings reveal that the integration of learning technologies in teaching interaction design has a significant impact on student engagement and understanding. The gradual inclusion of various technologies transformed students from passive learners to active participants who freely expressed their ideas, engaged in critical discussions, and applied design principles in practical contexts. The results also highlight the importance of aligning pedagogy with learners' needs and cultural context. By creating a less formal learning environment that encourages open expression of ideas and active participation in discussions, the use of learning technologies not only enhances the application of design principles but also fosters the development of students' personalities and soft skills. Notably, communication skills, leadership abilities, teamwork, and project management skills exhibited significant improvement throughout the study cycles. Keywords: Interaction design, Learning technologies, Pedagogy, Engagement, Design principles DOI: 10.7176/JEP/14-21-05 Publication date:July 31st 202

ENTREPRENEURIAL INTEREST AND DEVELOPMENT AMONG TERTIARY INSTITUTION STUDENTS: THE MOBILE TECHNOLOGY APPROACH

This study examined the effects of using mobile technology on entrepreneurial educational interest and development among students at Osun State College of Education, Ilesa. A descriptive survey research design was adopted for the study and the sample consisted of two hundred (200) randomly selected student entrepreneurs in the college. The research instrument was self-developed by the researcher for the purpose of the study, namely: Effects of mobile technology on entrepreneurial interest and development of students. The reliability coefficients obtained for research instruments was 0.825 (Cronbach’s Alpha). Data collected were analysed using percentage, mean and ANOVA. Findings from the study revealed that Fashion Designing/Tailoring was the entrepreneurial activity with the highest number of students. Also, the use of mobile technology has positive effects on students’ interest in entrepreneurial activity (  = 3.29) and students’ entrepreneurial development (  = 3.41). Finally, findings showed a significant difference in the effects of mobile technology on students’ interest in entrepreneurial activity (F(1, 199) = 13.688, p (0.000) < 0.05) and students’ entrepreneurial development (F(1, 199) = 16.715, p (0.000) < 0.05). The study recommended the use of mobile technology to foster students’ entrepreneurial interests and development.  Article visualizations

Teachers’ Perception of the Use of Microsoft Teams for Remote Learning in Southwestern Nigerian Schools

The outbreak of COVID-19 pandemic has required schools in Nigeria to embrace remote learning using technology solutions, in this case, Microsoft Teams, to effectively engage students. This study, therefore, aimed to reveal teachers’ perception of the use of Microsoft Teams for remote learning. The descriptive survey research design was adopted. The participants in the study were 51 teachers who were randomly selected using convenient sampling technique. E-questionnaire was used in the collection of data. Descriptive statistics of frequency counts, simple percentages, mean and standard deviations were used to analyze the data. Results revealed that teachers’ perception of effectiveness of Microsoft Teams for assignment and grading, for teacher and student interaction, and for classroom organisation was very good. The result obtained revealed that Microsoft Teams was effective in addressing some of the major challenges encountered by teachers during remote learning which includes students being often on other websites and poor student engagement. It was concluded that Microsoft Teams was effective for smooth interaction between teacher and students. Its use enhanced classroom organization and consequently facilitated teaching and learning process. The study encourages wider adoption of the application by schools

Teachers’ Perception of the Use of Microsoft Teams for Remote Learning in Southwestern Nigerian Schools

The outbreak of COVID-19 pandemic has required schools in Nigeria to embrace remote learning using technology solutions, in this case, Microsoft Teams, to effectively engage students. This study, therefore, aimed to reveal teachers’ perception of the use of Microsoft Teams for remote learning. The descriptive survey research design was adopted. The participants in the study were 51 teachers who were randomly selected using convenient sampling technique. E-questionnaire was used in the collection of data. Descriptive statistics of frequency counts, simple percentages, mean and standard deviations were used to analyze the data. Results revealed that teachers’ perception of effectiveness of Microsoft Teams for assignment and grading, for teacher and student interaction, and for classroom organisation was very good. The result obtained revealed that Microsoft Teams was effective in addressing some of the major challenges encountered by teachers during remote learning which includes students being often on other websites and poor student engagement. It was concluded that Microsoft Teams was effective for smooth interaction between teacher and students. Its use enhanced classroom organization and consequently facilitated teaching and learning process. The study encourages wider adoption of the application by schools

Awareness and Attitude of University Academic Staff towards Sustainable Development Goals in Oyo State, Nigeria: A Gender and Education-Based Analysis

Purpose: This research aimed to examine the level of awareness and attitude of university academics towards Sustainable Development Goals (SDGs) in Oyo State, Nigeria, considering gender and education as influencing factors. Design/Methodology/Approach: A descriptive cross-sectional study was conducted among 233 academic staff members from selected universities in Oyo State, using convenience sampling. This study employed a semi-structured questionnaire to measure the awareness level and attitude towards SDGs. Descriptive and inferential statistics, including chi-square tests, were performed using SPSS version 20.0. Findings: The study found a satisfactory but average level of awareness towards SDGs among academic staff. Male staff showed slightly higher awareness than females, although the difference was not significant. The attitude towards SDGs was also satisfactory, with male staff displaying a more positive attitude. Higher education levels, such as doctorate degrees, correlated with higher awareness and more positive attitudes towards SDGs. Implications/Originality/Value: The study highlights the need for targeted interventions to enhance awareness and attitude towards SDGs among university academic staff in Oyo State, Nigeria. Strategies should focus on addressing gender disparities and providing educational programs that cater to diverse academic backgrounds. By leveraging the findings, universities can develop initiatives to promote SDG awareness and cultivate a more positive attitude among academic staff. Furthermore, the study provides a foundation for future research to investigate the factors influencing awareness and attitude towards SDGs among academic staff in different regions and countries.