International Journal of Innovative Technology Integration in Education

ASSESSMENT OF FLIPGRID DISCUSSION PLATFORM FOR UNDERGRADUATES’ ACADEMIC ENGAGEMENT AND PERFOMANCE IN UNIVERSITY OF ILORIN

Mon, 31 Mar 2025 00:00:00 +0000

The integration of digital learning tools has reshaped higher education, with platforms like Flipgrid fostering interactive discussions and enhancing student engagement. Despite its growing adoption, there is limited empirical research on its effectiveness in promoting academic engagement, particularly among undergraduates at the University of Ilorin. This study addresses this gap by assessing student engagement with Flipgrid, its impact on academic performance and critical thinking, strategies for equitable access, and the technical challenges students face while using the platform. Findings revealed active engagement in discussions and group collaborations, though feedback seeking from peers and instructors remains limited. Flipgrid was perceived as beneficial for enhancing academic performance and critical thinking, particularly in analyzing perspectives, though its impact on students’ ability to articulate and defend ideas was moderate. Technical barriers and accessibility issues, including internet connectivity challenges, device limitations, and navigation difficulties, were identified. To optimize Flipgrid's effectiveness, respondents highlighted the need for comprehensive training sessions, technical support, and equitable access strategies. Based on these findings, the study recommends expanding training programs, enhancing technical support, and ensuring students have access to necessary digital resources. By bridging the research gap on Flipgrid’s role in student engagement at the University of Ilorin, this study provides valuable insights for educators, policymakers, and technology developers in improving the implementation of digital learning platforms in higher education.

STUDENTS’ DISPOSITION TO HUMAN-ARTIFICIAL INTELLIGENCE COLLABORATION IN HIGHER SETTINGS IN A FEDERAL UNIVERSITY IN NIGERIA

OLASUNKANMI, Israel Abayomi and AINDERO, Oluwasegun Samuel — Mon, 31 Mar 2025 00:00:00 +0000

This study investigates students' disposition toward Human-Artificial Intelligence (AI) collaboration in higher education, focusing on undergraduate students at the University of Ibadan, Nigeria. As AI becomes increasingly integrated into education, understanding students’ engagement with AI-driven tools and their perceptions of its effectiveness is crucial. The literature review highlights the transformative role of AI in education, particularly in enhancing personalized learning, automating administrative tasks, and supporting decision-making. However, concerns about privacy, bias, and over-reliance on AI persist. Grounded in cognitive and technological learning theories, this study employs a descriptive survey research design. Data was collected from 228 undergraduate students enrolled in an Instructional Technology course using a structured questionnaire (HAICHSQ), which had a reliability coefficient of 0.76. Descriptive analysis, including frequency counts, percentages, means, and standard deviations, was used to analyze students’ AI usage, perceptions, and expectations. Findings indicate that while students widely utilize AI for academic support and view it positively, a notable minority express concerns regarding its ethical implications. The study concludes that AI enhances learning experiences but should complement, rather than replace, human educators. To optimize AI integration in education, the study recommends the development of ethical AI policies, digital literacy training, and collaboration between AI developers and educators to create inclusive and adaptive learning environments.

PERTINENT ENTREPRENEURIAL SKILLS AS PERCEIVED BY ELECTRICAL AND ELECTRONIC TECHNOLOGY EDUCATION STUDENTS IN HIGHER INSTITUTIONS IN NORTH-CENTRAL, NIGERIA

SANNI T. A1; OGUNLEYE U. O, RAJI F.A. A,.KAMALDEEN, Aliu. . A,. — Mon, 31 Mar 2025 00:00:00 +0000

The study investigated the entrepreneurial skills required by entrepreneurs as perceived by electrical and electronic technology education (EETE) students in higher institutions in North-Central Nigeria. Guided by two research questions and two null hypotheses, a descriptive survey research design was adopted. The study was conducted in all tertiary institutions offering EETE in North-Central Nigeria, with a total population of 201 subjects, including 74 EETE students from colleges of education and 127 from universities. A structured questionnaire titled “Questionnaire on Entrepreneurial Skills of Electrical and Electronic Technology Education Students (QESEETES)” was developed by researchers and validated by three experts from the Federal University of Technology, Minna. The instrument's reliability coefficient was determined to be 0.89 using Cronbach Alpha Statistics. Mean and standard deviation were used to answer the research questions, while z-test statistics tested the null hypotheses at a 0.05 significance level. Findings revealed that personal entrepreneurial skills such as integrity, innovation, decision-making, emotional awareness, and tolerance were perceived by EETE students with a grand mean of 3.27. Social entrepreneurial skills like leadership, developing others, collaboration, and conflict resolution were perceived with a grand mean of 3.14 and a standard deviation of 0.70. It was recommended that EETE lecturers continue exposing students to entrepreneurial skills required for employment after graduation. EETE students aiming to work in industrial organizations should seek additional entrepreneurial skills training and certifications from professional institutes outside the academic environment.