Knowledge tracing in introductory programming is commonly framed as predicting whether a student will eventually solve the next problem. While useful, this approach reduces rich programming activity to correctness labels and offers limited support for instructional interpretation. This study examines whether learner mo...
Kehinde D. Aruleba, S. Oyelere, F. J. Agbo et al.· Proceedings of the 2026 Unit...· 0 citations
Artificial Intelligence (AI) enabled chatbots are increasingly being explored as tools to support personalized learning in higher education. However, empirical evidence regarding their pedagogical value in sustainability education remains limited. This study examined whether chatbot-supported instruction was associated...
Abejide Ade-ibijola, Damola Olugbade, S. Oyelere· Discover Education· 0 citations
This scoping review examines how Generative AI (GenAI) can support higher-order thinking skills (HOTS) in programming education across African higher education institutions. Guided by Arksey and O’Malley’s scoping review framework and PRISMA-ScR principles, the review synthesised 11 studies published between 2020 and 2...
A. Kadams, S. Oyelere, C. B. Omeh· Proceedings of the 2026 ACM...· 0 citations
A two-site qualitative study of Nigerian computing departments is reported, drawing on semi-structured interviews with students and academic staff and analysing the corpus through thematic analysis to characterise assessment practice under policy-light conditions, describing a persistent detection trap.
Kehinde D. Aruleba, Kike Ladipo, I. Sanusi et al.· International Computing Educ...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
