Emerging Assumptions and the Future of Artificial Intelligence in Teaching and Learning Processes in Higher Learning Institutions in Sub-Saharan Africa: A Review of Literature

Article Sidebar

PDF
Published Dec 27, 2022

Main Article Content

Kardo Joseph Mwilongo
Mzumbe University
http://orcid.org/0000-0002-6442-2056 Rhodes Mwageni
Kilimanjaro Christian Medical University College
George Matto
Moshi Co-operative University

Abstract

This paper explores emerging assumptions and the future of artificial intelligence in teaching and learning processes in Higher Learning Institutions in Sub-Saharan Africa. The paper assesses the use of interactive and engaging applications of artificial intelligence and emerging technologies in educational inferences and predicts its future in Higher Learning Institutions in Sub-Saharan Africa. The results were analysed, evaluated, compared, contrasted, and discussed in tandem with the Resource Based View Theory. The results show that the applications of artificial intelligence in teaching and learning processes bring together the world in which facilitators and students’ network and share knowledge, skills, and experiences. But the technologies have threatened employment opportunities. The study recommends that artificial intelligence technologies should align with the environments, cultures, needs, and socio-economic developments of Sub-Saharan Africa. Also, higher learning institutions should endeavour to establish frameworks for infrastructure development and capacity building for the stakeholders.

Article Details

How to Cite
MWILONGO, Kardo Joseph; MWAGENI, Rhodes; MATTO, George. Emerging Assumptions and the Future of Artificial Intelligence in Teaching and Learning Processes in Higher Learning Institutions in Sub-Saharan Africa: A Review of Literature. Zambia Journal of Library & Information Science (ZAJLIS ), ISSN: 2708-2695, [S.l.], v. 6, n. 2, p. 12-18, dec. 2022. ISSN 2708-2695. Available at: <https://zajlis.unza.zm/index.php/journal/article/view/93>. Date accessed: 05 may 2024.
ABNT APA BibTeX CBE EndNote - EndNote format (Macintosh & Windows) MLA ProCite - RIS format (Macintosh & Windows) RefWorks Reference Manager - RIS format (Windows only) Turabian
Issue
Vol 6 No 2 (2022): Zambia Journal of Library & Information Science
Section
Information and Communication Technologies(ICTs)

Articles submitted to ZAJLIS should not have been published before in their current or substantially similar form, or be under consideration for publication with another journal. Authors submitting articles for publication warrant that the work is not an infringement of any existing copyright and will indemnify the publisher against any breach of such warranty. For ease of dissemination and to ensure proper policing of use, papers and contributions become the legal copyright of the publisher unless otherwise agreed. The editors may make use of software for checking the originality of submissions received.

Prior to article submission, authors should clear permission to use any content that has not been created by them. Failure to do so may lead to lengthy delays in publication. ZAJLIS is unable to publish any article which has permissions pending. The rights ZAJLIS require are:

  1. Non-exclusive rights to reproduce the material in the article or book chapter.
  2. Print and electronic rights.
  3. Worldwide English language rights.
  4. To use the material for the life of the work (i.e. there should be no time restrictions on the re-use of material e.g. a one-year licence).

References

Belpaeme, T., Kennedy, J., Ramachandran, A., Scassellati, B., & Tanaka, F. (2018).
Social robots for education: A review. Science Robotics, 3(21): 28-41.
Benitti, F.B.V. (2012). Exploring the educational potential of robotics in schools: A
systematic review. Computers & Education, 58(3), 978-988.
Butcher, N., Wilson-Strydom, M., & Baijnath, M. (2021). Artificial intelligence
capacity in Sub-Saharan Africa: Compendium report.
Gisbert, M.Y. & Esteve, F. (2016). Digital Leaners: la competencia digital de los
estudiantes universitarios. La cuestión universitaria, 7(2016): 48-59.
Gwagwa, A., Kachidza, P., Siminyu, K., & Smith, M. (2021). Responsible Artificial
Intelligence in Sub-Saharan Africa: Landscape and state of play. Africa: AI4D
Africa.
Han, J., & Conti, D. (2020). The use of UTAUT and Post Acceptance models to
investigate the attitude towards a telepresence robot in an educational setting.
Robotics, 9(2), 34-49.
Kory, J., & Breazeal, C. (2014). Storytelling with robots: Learning companions for early
language development. In The 23rd IEEE International Symposium on Robot and
Human Interactive Communication (pp. 643-648). IEEE.
Luan, H., Geczy, P., Lai, H., Gobert, J., Yang, S.J.H., Ogata, H., Baltes, J., Guerra, R.,
Li, P., & Tsai, C. (2020). Challenges and future directions of big data and artificial
intelligence in education, Fronters Psychology, 11(580820), 1-11.
Matto, G. (2022). Big Data Analytics Framework for Effective Higher Education
Institutions. Tanzania Journal of Engineering and Technology, 41(1), 10-18.
Menekse, M., Higashi, R., Schunn, C.D., & Baehr, E. (2017). The role of robotics
teams' collaboration quality on team performance in a robotics tournament.
Journal of Engineering Education, 106(4), 564-584.
Merdan, M., Lepuschitz, W., Koppensteiner, G., & Balogh, R. (Eds.). (2017). Robotics
in education: Research and practices for robotics in STEM education, 457.
Springer.
Miailhe, N. (2018). Competing in the age of artificial intelligence: The state of the art of
AI & interpretation of complex data. Focus (SCOR Global P&C).
Mwilongo, K. & Kotoroi, G. (2021). Tanzania modern librarians in research and
development inquiry: A literature review. Library Philosophy and Practice (ejournal). 6644, [Online], Available at:
https://digitalcommons.unl.edu/libphilprac/6644 (Accessed on 02 May 2022).
Nwaodike, C. (2020). The AI digital divide – an African perspective. Internews. [Online].
Available at: https://internews.org/commentary/ai-digital-divide-africanperspective/ (Accessed 10 May 2022).
Ocaña-Fernández, Y., Valenzuela-Fernández, L.A., & Garro-Aburto, L.L. (2019).
Artificial intelligence and its implications in higher education. Journal of
Educational Psychology-Propositosy Representaciones, 7(2), 553-568.
Onaolapo, S. & Onifade, T. (2020). Teaching and learning in the cloud: Prospects
and challenges of artificial intelligence for education in Africa, UNESCO.
Pillay, N. (2020). Artificial intelligence for Africa: An opportunity for growth,
development, and democratization. The University of Pretoria.
Popenici, S.A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on
teaching and learning in higher education. Research and Practice in Technology
Enhanced Learning, 12(1), 1-13.
Skilton, P.F. (2009). Knowledge-based resources, property-based resources, and
supplier bargaining power in Hollywood motion picture projects. Journal of
Business Research, 62(8), 834-840.
Streveler, R.A., & Menekse, M. (2017). Taking a closer look at active learning. Journal
of Engineering Education, 106(2), 186–190.
Vijayakumar, S., & Sheshadri, K.N. (2019). Applications of artificial intelligence in
academic libraries. International Journal of Computer Sciences and Engineering,
7(2019), 2347-2693.
Travaly, Y., & Muvunyi, K. (2020). The future is intelligent: Harnessing the potential of
artificial intelligence in Africa. Africa in Focus. Brookings Institute.
Yahya, M. (2017). "Africa's defining challenge". The Jordan Times. [Online]. Available
at: https://jordantimes.com/opinion/mohamed-yahya/africa's-defining-challenge
(Accessed 10 May 2022).
World Wide Web Foundation. (2017). Annual report. [Online]. Available at:
https://webfoundation.org/reports/2017/ (Accessed 24th April 2022).
Zheng, W. (2019). How do library staff view librarian robotics? Librarian staff ignored
humanistic views on the impact and threat of robotics adoption. [Online].
Available at: https://library.ifla.org/id/eprint/2751/1/s02-2019-wang-en.pdf
(Accessed 12th May 2022).