http://41.74.91.244:8080/handle/123456789/40 2026-04-04T14:06:03Z 2026-04-04T14:06:03Z Wilson, K.B Ayebi-Arthur, K http://41.74.91.244:8080/handle/123456789/1937 2026-02-23T09:58:01Z 2011-01-01T00:00:00Z

ICT integration in Teacher Education - A study of University of Education, Winneba Wilson, K.B; Ayebi-Arthur, K This paper generally sought to investigate the integration level of ICT in the training of teacher trainees at University of Education, Winneba. All level 100 students were purposive targeted in particular since they were registered to take the ICT course. One hundred of the Level 100 students were randomly selected in class to perform tasks in ICT. As part of information gathering for this research work, set tasks were prepared for the students to perform and an observation checklist was used to collect data. All these activities were done both before the intervention and after the intervention. In order to determine if the observed differences in performance of activities were statistically significant, the chi square test of independence was used. There were statistically significant relationship between the success of the tasks before or after the intervention was made. It was established that the interventions had resulted in the improvement of the ability of the respondents to undertake various ICT tasks. It is therefore recommended that the university should continue with the integration of ICT in the programmes offered in the university Article

2011-01-01T00:00:00Z Appiahene P. Asante G. Kesse-Yaw B. Acquah-Hayfron J. http://41.74.91.244:8080/handle/123456789/508 2023-06-14T10:37:35Z 2017-01-01T00:00:00Z

Raising students programming skills using appiahene gamification model Appiahene P.; Asante G.; Kesse-Yaw B.; Acquah-Hayfron J. Information and Communication Technology (ICT) offers an opportunity for the development of modern Teaching and Learning Materials (TLM). The use of game features in a non-gaming context 'gamification' - suggest the promise to make teaching and learning of programming more motivating and more enjoyable to students. Notwithstanding widespread commentary on its advantages and lacks, little empirical study has sought to validate the existing gamification models as a meaningful concept and provide evidence of its efficiency as a tool for motivating and engaging users in non-entertainment contexts. The aim of this paper is to propose a new model named "Appiahene Gamification Model (AGM)" for programming learning to prove that gamification has quality that when applied well would be beneficial. Qualitative method of research was used by reviewing several models and frameworks applied in gamification, to demonstrate that there is academic merit to these models. Discussions with four programming lecturers were also used; one has implemented a gamification, two are yet to experience it whilst the last have not heard about the concept. Using such qualitative methods in this paper illustrates that there is academic support for a common model design that can be used by institutions. The proposed model reflects how instructors and learners relate to their learning objectives and experience. There is a notion that gamification cannot be stagnant and linear once applied, but must be cyclical and updated to reflect changes in the learning objective, gamification elements and the experience of the users who use the application. As the success of gamification depends on the definition of objectives and experience, the clarity of such definitions will correlate to the success rate of gamification in the specific area. With proper integration of the proposed model in the field of programming, a positive impact such as motivation and greater engagement of students on the learning process can be achieved. This proposed model would have implications for a wide range of teaching and learning and identifies areas for further research. The model can also be used to formulate recommendations towards the design of gameful instruction in other fields like business. Appiahene, P., University of Energy and Natural Resources, Ghana; Asante, G., University of Education Winneba, Ghana; Kesse-Yaw, B., Berekum College of Education, Ghana; Acquah-Hayfron, J., Kwame Nkrumah University of Science and Technology, Ghana

2017-01-01T00:00:00Z Gyamfi N.K. Appiah P. Aidoo A. http://41.74.91.244:8080/handle/123456789/485 2023-06-16T12:28:45Z 2018-01-01T00:00:00Z

Anomaly detection framework for big data from Ghana perspective Gyamfi N.K.; Appiah P.; Aidoo A. An anomaly (deviant objects, exceptions, peculiar objects) is an important concept of the analysis. The volume and velocity of the data within many systems makes it difficult to detect and process anomalies for Big Data in real-time. Many anomaly detective systems count on the historical data for detecting behaviors�. Considering it as a problem to financial institutions in Ghana, the researcher proposed robust anomaly detection framework. The proposed frame work defines Spark stream, as part of Spark ecosystem, which stream data in real-time. Also, the proposed framework data model was build using SVM, Linear regression and Logistic regression as a package found in Spark MLlib. Additionally, the proposed framework was explained clearly to be implemented in real systems for financial institutions. � 2018 Newswood Limited. Gyamfi, N.K., Kumasi Technical University, Department of Computer Science, Ghana; Appiah, P., Department of Information Technology Education, University of Education Winneba, College of Technology Education, Kumasi, Ghana; Aidoo, A., Eastern Connecticut State University, 83 Windham Street, Willimantic, CT 06226, United States

2018-01-01T00:00:00Z Dake D.K. Ofosu B.A. http://41.74.91.244:8080/handle/123456789/445 2023-06-19T11:07:03Z 2019-01-01T00:00:00Z

5G enabled technologies for smart education Dake D.K.; Ofosu B.A. 5G technology use cases depicts the prospects of 5G network model to revolutionize Industry and Education is not an exception. The 5G model in general is made up of three main blocks: Enhanced Mobile Broadband, Massive Machine Type Communication and Ultra Reliable and Low Latency Communication. Within these blocks are the services 5G offers to users. In this paper, we focus on Educational users as beneficiaries of 5G technologies. The modern day Educational Institutions can benefit from the deployment of 5G-enabled services adapted to this sector. We proposed frameworks relating 5G and its disruptive technologies in advancing tools that will propel the idea of a Smart Educational System. This paper hence provides a comprehensive discussion on 5G technologies that will facilitate new teaching and learning trends in Educational environment. � Science and Information Organization. Dake, D.K., Department of ICT Education, University of Education, Winneba, Winneba, Ghana; Ofosu, B.A., Department of ICT Education, University of Education, Winneba, Winneba, Ghana

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