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Publications (10 of 46) Show all publications
Olugbade, D., Oyelere, S. S. & Agbo, F. J. (2024). Enhancing junior secondary students' learning outcomes in basic science and technology through PhET: A study in Nigeria. Education and Information Technologies: Official Journal of the IFIP technical committee on Education
Open this publication in new window or tab >>Enhancing junior secondary students' learning outcomes in basic science and technology through PhET: A study in Nigeria
2024 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Article in journal (Refereed) Epub ahead of print
Abstract [en]

A computer-based simulation is a viable approach for integrating the basics of science and technology in Junior Secondary. This study examined the impact of PhET on students' academic performance as well as students' motivation toward Basic Science and Technology. The study also investigates how PhET influence students' attitudes toward Basic Science and Technology. The study adopted the pre-test, post-test, and non-equivalent control group design. We randomly selected the study population from junior secondary two (JSII) students in private and public schools who are studying Basic Science and Technology. Quantitative data were collected and analyzed using a statistical approach such as the mean, standard deviation, and t-test. Students' post-test academic performance improved significantly (t160 = 36.28, p < 0.05) as a result of teaching Basic Science and Technology with PhET. According to the findings PhET had a substantial effect on the motivation of Basic Science and Technology students (t160 = 29.32, p < 0.05). Furthermore, the results demonstrated that PhET affected students' attitudes toward Basic Science and Technology (t160 = 65.36, p < 0.05). This study contributes to the body of knowledge by providing empirical evidence to support the integration of PhET in the teaching of Basic Science and Technology in Nigeria and other similar contexts. The findings suggest that PhET can be an effective pedagogical tool for improving learning outcomes in science and technology education, particularly in developing countries where resources and infrastructure may be limited.

Place, publisher, year, edition, pages
Springer, 2024
Keywords
Computer-Based Interactive Simulation (CBIS), Simulation-based learning, STEM Education, Simulation-based education (SBE), Basic Science and Technology, Nigeria
National Category
Learning Computer Sciences
Research subject
Pervasive Mobile Computing
Identifiers
urn:nbn:se:ltu:diva-103474 (URN)10.1007/s10639-023-12391-3 (DOI)
Available from: 2024-01-04 Created: 2024-01-04 Last updated: 2024-01-04
Sanusi, I. T., Oyelere, S., Vartiainen, H., Suhonen, J. & Tukiainen, M. (2023). A systematic review of teaching and learning machine learning in K-12 education. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 28(5), 5967-5997
Open this publication in new window or tab >>A systematic review of teaching and learning machine learning in K-12 education
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2023 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 28, no 5, p. 5967-5997Article in journal (Refereed) Published
Abstract [en]

The increasing attention to Machine Learning (ML) in K-12 levels and studies exploring a different aspect of research on K-12 ML has necessitated the need to synthesize this existing research. This study systematically reviewed how research on ML teaching and learning in K-12 has fared, including the current area of focus, and the gaps that need to be addressed in the literature in future studies. We reviewed 43 conference and journal articles to analyze specific focus areas of ML learning and teaching in K-12 from four perspectives as derived from the data: curriculum development, technology development, pedagogical development, and teacher training/professional development. The findings of our study reveal that (a) additional ML resources are needed for kindergarten to middle school and informal settings, (b) further studies need to be conducted on how ML can be integrated into subject domains other than computing, (c) most of the studies focus on pedagogical development with a dearth of teacher professional development programs, and (d) more evidence of societal and ethical implications of ML should be considered in future research. While this study recognizes the present gaps and direction for future research, these findings provide insight for educators, practitioners, instructional designers, and researchers into K-12 ML research trends to advance the quality of the emerging field. 

Place, publisher, year, edition, pages
Springer, 2023
Keywords
Machine learning, Artificial intelligence, K-12, Systematic review
National Category
Computer Sciences
Research subject
Pervasive Mobile Computing
Identifiers
urn:nbn:se:ltu:diva-93828 (URN)10.1007/s10639-022-11416-7 (DOI)000879321200001 ()2-s2.0-85141344461 (Scopus ID)
Note

Validerad;2023;Nivå 2;2023-06-28 (sofila);

Available from: 2022-11-07 Created: 2022-11-07 Last updated: 2023-06-28Bibliographically approved
Jingili, N., Oyelere, S., Nyström, M. B. T. & Anyshchenko, L. (2023). A systematic review on the efficacy of virtual reality and gamification interventions for managing anxiety and depression. Frontiers in Digital Health, 5, Article ID 1239435.
Open this publication in new window or tab >>A systematic review on the efficacy of virtual reality and gamification interventions for managing anxiety and depression
2023 (English)In: Frontiers in Digital Health, E-ISSN 2673-253X, Vol. 5, article id 1239435Article in journal (Refereed) Published
Abstract [en]

This systematic review aims to assess the effectiveness of virtual reality (VR) and gamification interventions in addressing anxiety and depression. The review also seeks to identify gaps in the current VR treatment landscape and provide guidelines for future research and development. A systematic literature search was conducted using Scopus, Web of Science, and PubMed databases, focusing on studies that utilized VR and gamification technology to address anxiety and depression disorders. A total of 2,664 studies were initially identified, 15 of those studies fulfilled the inclusion criteria for this systematic review. The efficacy of VR in addressing anxiety and depression was evident across all included studies. However, the diversity among VR interventions highlights the need for further investigation. It is advised to incorporate more diverse participant samples and larger cohorts and explore a broader spectrum of therapeutic approaches within VR interventions for addressing anxiety and depression to enhance the credibility of future research. Additionally, conducting studies in varying socioeconomic contexts would contribute to a more comprehensive understanding of their real-world applicability.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2023
Keywords
anxiety, depression, virtual reality, randomized controlled trials, mental health
National Category
Computer Sciences
Research subject
Pervasive Mobile Computing; Psychology
Identifiers
urn:nbn:se:ltu:diva-102337 (URN)10.3389/fdgth.2023.1239435 (DOI)
Funder
Luleå University of Technology, Luleå LTU-3515-2022
Note

Validerad;2023;Nivå 2;2023-11-08 (joosat);

CC BY 4.0 License

Available from: 2023-11-08 Created: 2023-11-08 Last updated: 2023-11-08Bibliographically approved
Jingili, N., Oyelere, S. S., Malmström Berghem, S., Brännström, R., Laine, T. H. & Balogun, O. S. (2023). Adolescents’ perceptions of active school transport in northern Sweden. Heliyon, 9(10), Article ID e20779.
Open this publication in new window or tab >>Adolescents’ perceptions of active school transport in northern Sweden
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2023 (English)In: Heliyon, E-ISSN 2405-8440, Vol. 9, no 10, article id e20779Article in journal (Refereed) Published
Abstract [en]

Active school transport (AST) refers to using active means of transport such as walking, cycling, or riding a non-motorised scooter to school. It can help improve adolescents’ physical activity levels and create a more sustainable environment. The study involved 70 adolescents (45 boys and 25 girls) aged 13 to 14 from one school in Skellefteå, in Northern Sweden. In an online questionnaire, they were asked about their perceptions of cycling, walking, and riding a non-motorised scooter to school. This study used descriptive statistics, multiple regression analysis, and hypothesis testing with ANOVA to analyse the collected data and compare the perceptions of different types of transport on safety, environmental, and personal factors among adolescents in Northern Sweden. According to the results, more adolescents walked to school than cycled, and significantly few rode a non-motorised scooter to school. Most adolescents believe walking or cycling to school is a great way to exercise. Furthermore, the study also revealed that many adolescents avoid using AST due to the time it takes. Although the study showed that adolescents felt sufficient support for using AST from schools and parents, the number of adolescents using motorised transport is higher during winter than in summer. Additionally, most of them were more confident about cycling and walking to school than riding a non-motorised scooter and thought using AST was nice. Finally, most adolescents perceived having complete control over their transport options when going to school. The research indicates that it is crucial to implement interventions that inspire children to be interested and excited about using AST. These strategies should include fostering an AST culture that is fun and positive, as well as creating environments that are safe and supportive. The research results will guide the creation of a persuasive game that can motivate adolescents to use AST and measure its effectiveness.

Place, publisher, year, edition, pages
Elsevier, 2023
Keywords
Active school transport, Adolescent, Cycling, Physical activity, Riding a non-motorised scooter, Walking
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Pervasive Mobile Computing
Identifiers
urn:nbn:se:ltu:diva-101973 (URN)10.1016/j.heliyon.2023.e20779 (DOI)2-s2.0-85173220265 (Scopus ID)
Funder
Vinnova, 2020-01867
Note

Validerad;2023;Nivå 2;2023-11-07 (sofila);

Funder: International Cooperation Joint Research Fund of Ajou University (S-2023-G0001-00020);

License full text: CC BY

Available from: 2023-10-31 Created: 2023-10-31 Last updated: 2023-11-13Bibliographically approved
Obaido, G., Agbo, F. J., Alvarado, C. & Oyelere, S. (2023). Analysis of Attrition Studies Within the Computer Sciences. IEEE Access, 11, 53736-53748
Open this publication in new window or tab >>Analysis of Attrition Studies Within the Computer Sciences
2023 (English)In: IEEE Access, E-ISSN 2169-3536, Vol. 11, p. 53736-53748Article, review/survey (Refereed) Published
Abstract [en]

Student attrition is a long-standing problem in Computer Science (CS), as in many other disciplines, and it has gained momentum in the academic sphere. This study employs bibliometric analysis to shed light on the research stream of student attrition within CS. Bibliometric analysis is a popular technique for evaluating published scientific articles when empirical contributions are producing voluminous research streams. We collected 1310 articles from the Web of Science and Scopus databases, published over a period of 22 years from 2000 to 2022, to analyze the most relevant publication venues in the study of attrition in CS. Further analysis revealed the most cited institutions, countries, key themes, and other conceptual information. Keywords, such as “retention,” “computer science education,” “gender,” “introductory programming,” and “student success” emerged as dominant themes in attrition studies. As researchers work intensively to reduce attrition within CS, these thematic areas may continue to shape the future direction of attrition studies. Our study provides a comprehensive overview of research hotspots, thematic areas, and future directions for attrition studies in CS. This outcome could be valuable for young and emerging scholars who are starting their careers and looking to identify research hotspots in this field of interest.

Place, publisher, year, edition, pages
IEEE, 2023
Keywords
Bibliometric analysis, scientific mapping, computer science education, student attrition, retention, at-risk students
National Category
Information Studies
Research subject
Pervasive Mobile Computing
Identifiers
urn:nbn:se:ltu:diva-97609 (URN)10.1109/access.2023.3280075 (DOI)001005589800001 ()2-s2.0-85161027033 (Scopus ID)
Note

Validerad;2023;Nivå 2;2023-07-12 (sofila);

Available from: 2023-05-26 Created: 2023-05-26 Last updated: 2023-07-12Bibliographically approved
Compierchio, A., Tretten, P., Oyelere, S. & Karagiannis, C. (2023). Assistive VR platform design for Telemanipulation at the Super Fragment Separator Facility. In: Ahram, T., Taiar, R. (Ed.), Human Interaction and Emerging Technologies (IHIET-AI 2023): Artificial Intelligence and Future Applications: Proceedings of the 9th International Conference on Human Interaction and Emerging Technologies: Future Applications (IHIET – AI 2023), April 13-15, 2023, Centre Hospitalier Universitaire Vaudois (CHUV), Lausanne, Switzerland. Paper presented at 9th International Conference on Human Interaction & Emerging Technologies:Artificial Intelligence & Future Applications, Lausanne, Switzerland, April 13-15, 2023 (pp. 186-197). AHFE International
Open this publication in new window or tab >>Assistive VR platform design for Telemanipulation at the Super Fragment Separator Facility
2023 (English)In: Human Interaction and Emerging Technologies (IHIET-AI 2023): Artificial Intelligence and Future Applications: Proceedings of the 9th International Conference on Human Interaction and Emerging Technologies: Future Applications (IHIET – AI 2023), April 13-15, 2023, Centre Hospitalier Universitaire Vaudois (CHUV), Lausanne, Switzerland / [ed] Ahram, T., Taiar, R., AHFE International , 2023, p. 186-197Conference paper, Published paper (Refereed)
Abstract [en]

An assisted remote manipulation (ArM) platform has been defined for the Super FragmentSeparator (Super-FRS) main tunnel and hot cell at the High Energy Physics (HEP) Facilityof Anti-proton and Ion Research (FAIR). The designed platform positioned within a VirtualReality (VR) based framework ensures dynamic collaboration and effective humaninteraction to assist with Remote Handling (RH) operations. To visually stimulate operatorassisted intervention in harsh environments, enhanced interaction based on syntheticvision has been adapted with simultaneous localization and mapping (SLAM) techniquesinterlinked with virtual layers representing a three dimensional manipulation of RHmaintenance tasks. The proposed platform also included a sequence mapping toolevaluated with RH task variables specific to the sequence space analyses of pathplanning, motion check, and collision detection performed in both real and virtual RH taskenvironments. Further assistance was envisaged from multimodal feedback categoriesthrough force feedback, in this case, a backpropagation algorithm was tailored to define aforce limit and to send feedback signals to the operator every time the actual patternexceeded the desired output pattern. Overall, the ArM platform ensures the application ofbest engineering practices to RH needs as a basis to maximize information gathering andsharing driven by continuous improvement initiatives.

Place, publisher, year, edition, pages
AHFE International, 2023
Series
AHFE International ; 70
Keywords
Assisted Remote Manipulation, Remote Handling, Synthetic Vision, Backpropagation Algorithm
National Category
Signal Processing
Research subject
Operation and Maintenance Engineering; Pervasive Mobile Computing
Identifiers
urn:nbn:se:ltu:diva-96370 (URN)10.54941/ahfe1002943 (DOI)
Conference
9th International Conference on Human Interaction & Emerging Technologies:Artificial Intelligence & Future Applications, Lausanne, Switzerland, April 13-15, 2023
Note

ISBN för värdpublikation: 978-1-958651-46-9

Available from: 2023-04-12 Created: 2023-04-12 Last updated: 2023-05-17Bibliographically approved
Agbo, F. J., Oyelere, S. S., Suhonen, J. & Tukiainen, M. (2023). Design, development, and evaluation of a virtual reality game-based application to support computational thinking. Educational technology research and development, 71(2), 505-537
Open this publication in new window or tab >>Design, development, and evaluation of a virtual reality game-based application to support computational thinking
2023 (English)In: Educational technology research and development, ISSN 1042-1629, E-ISSN 1556-6501, Vol. 71, no 2, p. 505-537Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Springer Nature, 2023
Keywords
Computational thinking, Virtual reality, Immersion, Smart learning, Educational mini games, Nigeria
National Category
Computer Sciences
Research subject
Pervasive Mobile Computing
Identifiers
urn:nbn:se:ltu:diva-93734 (URN)10.1007/s11423-022-10161-5 (DOI)000873356000002 ()36320828 (PubMedID)2-s2.0-85140656968 (Scopus ID)
Note

Validerad;2023;Nivå 2;2023-06-29 (sofila);

Available from: 2022-10-27 Created: 2022-10-27 Last updated: 2023-06-29Bibliographically approved
Sanusi, I. T., Oyelere, S. S., Vartiainen, H., Suhonen, J. & Tukiainen, M. (2023). Developing middle school students’ understanding of machine learning in an African school. Computers and Education: Artificial Intelligence, 5, Article ID 100155.
Open this publication in new window or tab >>Developing middle school students’ understanding of machine learning in an African school
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2023 (English)In: Computers and Education: Artificial Intelligence, E-ISSN 2666-920X, Vol. 5, article id 100155Article in journal (Refereed) Published
Abstract [en]

Researchers' efforts to build a knowledge base of how middle school students learn about machine learning (ML) is limited, particularly, considering the African context. Hence, we conducted an experimental classroom study (N = 32) within the context of extracurricular activities in a Nigerian middle school to discern how students engaged with ML activities. Furthermore, we explored whether participation in our intervention program elicit changes in students' ML comprehension, and perceptions. Using multiple qualitative data collection techniques including interviews, pre-post open-ended surveys and written assessments, we uncover evidence that indicated evolution of students’ ML understanding, ethical awareness, and societal implication of ML. In addition, our findings showed that a middle school student can learn and understand ML, even when one had no prior knowledge or interest in science related careers. The findings have implication for pedagogical design of AI instruction in middle school context. We discuss the implication of our results for researchers and relevant stakeholders, highlight the limitations and chart future work paths.

Place, publisher, year, edition, pages
Elsevier B.V., 2023
Keywords
Data, Ethics, Machine learning education, Middle school, Nigeria
National Category
Pedagogical Work Pedagogy
Research subject
Pervasive Mobile Computing
Identifiers
urn:nbn:se:ltu:diva-99276 (URN)10.1016/j.caeai.2023.100155 (DOI)2-s2.0-85165320695 (Scopus ID)
Note

Validerad;2023;Nivå 1;2023-08-07 (joosat);

Licens fulltext: CC BY-NC-ND License

Available from: 2023-08-07 Created: 2023-08-07 Last updated: 2023-08-07Bibliographically approved
Joloudari, J. H., Marefat, A., Nematollahi, M. A., Oyelere, S. S. & Hussain, S. (2023). Effective Class-Imbalance Learning Based on SMOTE and Convolutional Neural Networks. Applied Sciences, 13(6), Article ID 4006.
Open this publication in new window or tab >>Effective Class-Imbalance Learning Based on SMOTE and Convolutional Neural Networks
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2023 (English)In: Applied Sciences, E-ISSN 2076-3417, Vol. 13, no 6, article id 4006Article in journal (Refereed) Published
Abstract [en]

Imbalanced Data (ID) is a problem that deters Machine Learning (ML) models from achieving satisfactory results. ID is the occurrence of a situation where the quantity of the samples belonging to one class outnumbers that of the other by a wide margin, making such models’ learning process biased towards the majority class. In recent years, to address this issue, several solutions have been put forward, which opt for either synthetically generating new data for the minority class or reducing the number of majority classes to balance the data. Hence, in this paper, we investigate the effectiveness of methods based on Deep Neural Networks (DNNs) and Convolutional Neural Networks (CNNs) mixed with a variety of well-known imbalanced data solutions meaning oversampling and undersampling. Then, we propose a CNN-based model in combination with SMOTE to effectively handle imbalanced data. To evaluate our methods, we have used KEEL, breast cancer, and Z-Alizadeh Sani datasets. In order to achieve reliable results, we conducted our experiments 100 times with randomly shuffled data distributions. The classification results demonstrate that the mixed Synthetic Minority Oversampling Technique (SMOTE)-Normalization-CNN outperforms different methodologies achieving 99.08% accuracy on the 24 imbalanced datasets. Therefore, the proposed mixed model can be applied to imbalanced binary classification problems on other real datasets.

Place, publisher, year, edition, pages
MDPI, 2023
Keywords
imbalanced data, resampling, normalization, deep neural network, convolutional neural network
National Category
Computer Sciences
Research subject
Pervasive Mobile Computing
Identifiers
urn:nbn:se:ltu:diva-96213 (URN)10.3390/app13064006 (DOI)2-s2.0-85151503723 (Scopus ID)
Note

Validerad;2023;Nivå 2;2023-03-22 (joosat);

Licens fulltext: CC BY License

Available from: 2023-03-22 Created: 2023-03-22 Last updated: 2023-10-11Bibliographically approved
Agbo, F. J., Olaleye, S. A., Bower, M. & Oyelere, S. (2023). 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. Smart Learning Environments, 10(1), Article ID 16.
Open this publication in new window or tab >>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 (English)In: Smart Learning Environments, E-ISSN 2196-7091, Vol. 10, no 1, article id 16Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
Computational thinking, Immersive virtual reality, Mini games, Cognition, Refective thinking, Technology-mediated learning, Higher education
National Category
Learning
Research subject
Pervasive Mobile Computing
Identifiers
urn:nbn:se:ltu:diva-95707 (URN)10.1186/s40561-023-00233-1 (DOI)2-s2.0-85148892400 (Scopus ID)
Note

Validerad;2023;Nivå 2;2023-02-24 (joosat);

Licens fulltext: CC BY License

Available from: 2023-02-24 Created: 2023-02-24 Last updated: 2023-10-11Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9895-6796

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