Department of Computer Science

Permanent URI for this collectionhttp://erepository.kibu.ac.ke/handle/123456789/188

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Browsing Department of Computer Science by Author "Wabwoba, Franklin"

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    Influence of social personalization on performance in group learning
    (IEEE, 2017) Mayeku, Betty; Wabwoba, Franklin; Hogrefe, Dieter
    Though personalization has been proposed as an approach that addresses learners' individual differences, the focus of studies in this domain has mainly been on tailoring learning to individual learners' needs as compared to group learning. The few studies that have factored the aspect of learner personality in group learning have overlooked learners' sociological preferences when modeling learner personality. However, it is of essence for learners' social personalities to be considered in group formation since social presence is the basis for collaborative learning. Furthermore, sociological preferences differ among learners and this contributes to individual differences. This paper explored the effect of taking into account the social personalities of a learner in creating collaborative groups. The study was based on the use of PECALE software prototype that enhances personalization and learner engagement through context awareness. The group performance was measured based on how long a group could take to solve a given collaborative task. The results showed that groups that had similar sociological preferences spent significantly less time solving a task than the groups that were formed with no consideration of sociological preferences. Assigning learners into groups while adhering to their sociological needs may offer a platform for equity and inclusion in collaborative learning since every learner's needs are addressed. This may in turn enhance group productivity. Furthermore, the study's approach may also be useful in formation of teams that can work effectively together in the workplace.
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    Influence of social technical factors on ict readiness for primary schools in Bungoma county, Kenya
    (2015) Batoya, Isaac Barasa; Wabwoba, Franklin; Kilwake, Juma
    Since the 1980s integration of ICT in education has been compulsory in the developed nations where the access rate is one computer to 15 students. In developing nations such as Kenya it is more recent and experimental with the access rate of one computer to 150 students. Many government efforts and private initiatives tried to address ICT integration in the school level by carving out policies and strategies, providing computers and Internet access. Despite the huge investment in ICT infrastructure, equipment and professional development for teachers by the government and schools, developed countries have reported up to 41% of integration of ICT to teaching and learning, the proportion remains substantially low in Africa, Kenya included. This raises questions as to how well the integration was being done and how ready the environment was, if less than 40% of the available ICT infrastructure were being used. The purpose of the study was to analyze the influence of social technical factors on ICT Readiness for Primary Schools. The study established that for one to integrate ICT in schools, ICT usefulness, leadership support, professional development and technical support should be put in place. The study recommended that education stakeholders in the county should train all the teachers on how to integrate technology in teaching, guarantee technical support to ICT infrastructure, ensure leadership support and develop an elaborate professional development programme for educators.