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- Several underdeveloped and impoverished countries have struggled to manage the teaching and learning procedures since the wake of the COVID-19 pandemic, as the learning process has assumed a new dimension of implementation of online learning. While extended reality technology (XRT) has been recognized as an exciting and appealing mode of instruction, its understanding remains superficial among students and lecturers in Nigerian universities. This study, therefore, investigated lecturers’ and students’ awareness, knowledge, and usage of XRTs and academic accomplishment, considering gender-related disparities. The cognitive theory of multimedia learning anchored the study, and hierarchical regression correlational design was used to explore lecturers’ and students’ awareness, knowledge, and usage of XRTs with the use of a validated instrument administered to 5,230 students and 1,587 lecturers across private and public universities in South-Western Nigeria. The statistical analysis consisted of stepwise hierarchical multiple linear regression depending on how the other factors relate to the structure. The findings revealed that students were never aware, had very little knowledge, and had never been using XRTs in school, with lecturers having average awareness of XRTs but had shallow knowledge and had never been using XRTs in school with gender indifference and a significant proportion of variance to the prediction of students’ academic achievement. Findings have implications for integrating XRTs into Nigerian universities’ instruction and learning procedures. There is a need for the Nigerian government to equip universities with the necessary hardware and software to support XRTs and integrate XRTs into the curriculum.
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- The use of generative artificial intelligence (GenAI) chatbots in brands is growing exponentially, and higher education institutions are not unaware of how such tools effectively shape the attitudes and behavioral intentions of students. These chatbots are able to synthesize an enormous amount of data input and can create contextually aware, human-like conversational content that is not limited to simple scripted responses. This study examines the factors that determine chatbot brand trust in the adoption of GenAI in higher education. By extending the Technology Acceptance Model (TAM) with the construct of brand trust, the study introduces a novel contribution to the literature, offering fresh insights into how trust in GenAI chatbots is developed within the academic context. Using the convenience sampling technique, a sample of 609 students from public universities in North Central and Southwestern Nigeria was selected. The collected data were analyzed via partial least squares structural equation modelling. The results indicated that attitudes toward chatbots determine behavioral intentions and GenAI chatbot brand trust. Surprisingly, behavioral intentions do not affect GenAI chatbot brand trust. Similarly, the perceived ease of use of chatbots does not determine behavioral intention or attitudes toward GenAI chatbot adoption but rather determines perceived usefulness. Additionally, the perceived usefulness of chatbots affects behavioral intention and attitudes toward GenAI chatbot adoption. Moreover, social influence affects behavioral intention, perceived ease of use, perceived usefulness and attitudes toward GenAI chatbot adoption. The implications of the findings for higher education institutions are that homegrown GenAI chatbots that align with the principles of the institution should be developed, creating an environment that promotes a positive attitude toward these technologies. Specifically, the study recommends that policymakers and university administrators establish clear institutional guidelines for the design, deployment, and ethical use of homegrown GenAI chatbots, ensuring alignment with educational goals and safeguarding student trust.
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- 2025| Common ground resear...Education 4.0 is majorly characterized by emerging technologies like artificial intelligence (AI), virtual reality (VR), augmented reality (AR), the Internet of Things (IoT), and gamification, among others, to create personalized and interactive learning experiences. These emerging technologies place pre-service teachers who belong to the generation of digital natives at the forefront of implementing this transformative instructional process. VR, as an emerging technology, enables users to interact with and explore three dimensional space, providing an immersive experience. The effectiveness of integrating emerging technologies into instructional activities relies heavily on the readiness of pre-service teachers to adapt and implement these tools seamlessly. This study, therefore, investigates the influence of pre-service teachers’ technology readiness on their intention to utilize VR through the lens of planned behavior theory. The study sampled 139 pre-service teachers from southwestern Nigeria specializing in mathematics, sciences, and technology. Partial least square structural equation modeling was used to analyze data collected through an online survey. The results showed that pre-service teachers’ attitudes toward VR significantly influence their intention to use it. Additionally, technology readiness influences their perceived behavioral control (PBC), subjective norms, and intention to use VR but does not influence their attitude toward VR. Furthermore, PBC influences their attitudes toward VR but not their intention to use it. Subjective norms also influence their PBC and attitudes toward VR yet do not influence the intention to use VR. Overall, the model explains 68.5% of the variance in the intention to use VR, establishing a positive association between the constructs. Therefore, teacher education programs should adopt innovative initiatives to enhance pre-service teachers’ technological readiness and foster a collaborative environment, ensuring their relevance and effectiveness in Education 4.0.
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