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ItemDeveloping a Chatbot to enhance learner support in the use of Makerere University learning management system(Makerere University, 2025)Learner support is essential for students’ academic success, particularly in online learning environments where immediate access to support services is often limited. At Makerere University, the adoption of blended learning through the Makerere University Electronic Learning Environment (MUELE) platform has provided learners with the flexibility to study at their own pace and time. Although several initiatives have been implemented to support online learners, many still struggle to effectively navigate and use the platform and frequently seek assistance. However, due to the limited availability of support staff, especially after working hours, online learners often face delays, leading to frustration, reduced motivation, which negatively impacts their overall learning experience. This study aimed at developing a chatbot to enhance learner support on the use of MUELE was guided by three objectives: (1) to assess existing learner support needs such as need for timely and interactive support intervention; (2) to develop a chatbot, informed by user needs, to respond to frequently asked questions and guide learners in using MUELE; and (3) to evaluate the chatbot’s effectiveness, by assessing usability, accuracy and its role to promote indepencent learning. A mixed-methods approach grounded in Social Constructivist learning theory was employed, targeting online students from the Bachelors of Education-External, Bachelors of Commerce -External, and Bachelors of Science external programmes, along with eLearning support staff. Quantitative data was collected through surveys, while qualitative insights were gathered using interviews and Focus Group Discussion. A total of 207 participants responded to the survey. Findings revealed that timely and personalized guidance significantly enhances learning. The chatbot served as a 24/7 scaffolding tool, enabling learners to navigate MUELE independently while fostering autonomy and engagement. The study concludes that integrating a chatbot ensures immediate assistance, especially outside working hours, reducing delays, minimising frustration, and improving the overall learning experience. Further research could explore how chatbots can be strategically integrated into LMS to provide holistic support services and automation of learning tasks.
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ItemApplication of Tpack model to enhance teachers’ digital pedagogical competence: a case of selected secondary schools in Wakiso District(Makerere University, 2025)This study aimed at examining the digital pedagogical competence of teachers through application of the TPACK model, with the aim of developing design principles that guide teachers to effectively integrate ICT in the teaching and learning process in the New Lower Secondary Curriculum (NLSC). The study was premised on three objectives namely; to examine the teachers’ competence in using digital tools and technologies to effectively teach the subject matter during lesson delivery; to assess the teachers’ ability to design and produce digital instructional materials that meet the needs of learners and lesson objectives; and to develop design principles aimed at guiding the training of teachers in digital pedagogical competencies for effective integration of ICT in the teaching and learning process. The study used Design Based Research with a mixed-methods approach, gathering data from teachers, students, and school administrators. It found that while teachers are moderately competent and show capability in creating instructional materials aligned with learners needs, many struggle with digital tool usage and require more support. Students generally endorse their teachers' digital efforts, with smartphones and computers being the most common devices used. However, limitations such as poor internet access, scarce digital resources, and inadequate technical skills hinder effective ICT integration. Institutional challenges like limited support, restricted training access, and time constraints obstruct progress. In response to the findings, the study developed the TPACK Enabled Training (TET) Principles to aid the training of teachers in digital pedagogical competence. These principles emphasise one-on-one coaching, continuous training workshops, professional learning communities, interactive workshops, personalized coaching, learning communities, peer interaction, and institutional supportive policies and initiatives that align curriculum with digital content creation. Reward systems may further motivate teachers to strengthen their digital teaching competencies.
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ItemDesigning an interactive technology enhanced learning module to improve workplace safety among custodians at Makerere University(Makerere University, 2025-12-19)Workplace safety is a crucial aspect of custodians’ roles at Makerere University. However, limited access to tailored safety training poses challenges in enhancing their knowledge, skills, and practices. Drawing on this, the current study aimed to address the gap by designing and implementing an Interactive Technology-Enhanced Learning (ITEL) module designed to improve workplace safety among custodians. The study sought to: (1) explore the workplace safety needs of custodians at Makerere University; (2) design an ITEL module to support on-the-job learning; and (3) implement the ITEL module to improve custodians' workplace safety knowledge, skills, and practices at Makerere University. A mixed-methods approach was adopted, involving surveys, interviews, and observations to gather insights into custodians’ safety challenges and learning preferences. The module incorporated diverse learning styles thus visual, auditory, and kinesthetic and addressed key areas such as electrical safety, emergency response, equipment handling, communication skills, security awareness, and ergonomics. The study was guided by the heutagogy theory. The study findings note that custodians in Makerere University are concerned about getting knowledge about workplace needs like emergency response, communication skills, ergonomics, electrical safety, equipment safety, and security awareness. The study also noted the significant improvements in safety knowledge and practices, with custodians demonstrating increased confidence in handling workplace hazards. Moreover, the study found that custodians preferred mobile-friendly content and collaborative learning, while challenges such as limited digital literacy and access to devices were identified. Based on these findings, the study came up with designing and testing an ITEL module aimed at addressing the needs of custodians. The results proved to be a viable solution for enhancing workplace safety, fostering a culture of continuous learning, and empowering custodians with essential skills to navigate workplace risks effectively. Following these findings, the study made recommendations for institutional support to implement and sustain the ITEL module, regular updates to the content, and continued digital literacy training.
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ItemThe influence of interactive videos on student engagement in online ICT courses: A case of selected secondary schools in Kisoro District(Makerere University, 2025)The study examined the influence of interactive videos on student engagement in online ICT courses in selected secondary schools in Kisoro District. The study was premised on five objectives; to establish the level of interactivity of educational videos used in secondary schools in Kisoro District, to examine the current level of student engagement in secondary schools in Kisoro District, to examine the influence of interactive video attributes on student engagement in secondary schools in Kisoro District, to examine the contribution of various factors to student engagement with interactive videos in secondary schools in Kisoro District and to compare student learning outcomes between those taught using interactive videos and those taught using traditional methods in secondary schools in Kisoro District. To achieve these objectives, the study employed a quasi-experimental design with comparative and correlational elements with a quantitative approach that entailed the collection of numerical data from 140 students and teachers from Kisoro district through the administration of a survey questionnaire. Data were analysed using the statistical package for social science (SSPS Version 27). The findings from the first three objectives show that educational videos in Kisoro District are generally interactive and supportive of learning, with high ratings for simplifying complex information (Mean = 4.97, SD = 0.165), inclusion of quizzes/polls (Mean = 3.93, SD = 0.997), self‑paced controls (Mean = 3.86, SD = 0.998), and collaboration features (Mean = 3.71, SD = 0.994), though their impact on memory retention (Mean = 2.81, SD = 0.998) and motivation (Mean = 2.88, SD = 0.927) was weaker. Student engagement levels were reported as high, with enthusiasm in group and individual activities (Mean = 4.50, SD = 0.677), consistent task completion (Mean = 4.17, SD = 0.767), attentiveness (Mean =3.87, SD = 0.937), and low distraction (Mean = 2.21, SD = 0.398). Correlation analysis revealed a significant positive relationship between interactive video attributes and student engagement (r = 0.530, p < 0.01), while regression results showed a positive but statistically insignificant direct effect (β = 0.066, p = 0.333), with interactive video attributes explaining 22.2% of the variance in engagement (R² = 0.222, F(5,207) = 11.825, p = 0.000). Overall, the results confirm that interactive video attributes enhance engagement, though their direct statistical effect was modest. Furthermore, incorporating embedded quizzes, branching scenarios, and instant feedback yielded higher engagement, with quizzes showing the strongest association (χ², p = 0.002). ANOVA revealed significant differences in engagement factors (F(9,250) = 4.21, p = 0.001), though not across video attributes (F = 1.94, p = 0.105). Ease of use, personalised feedback, and visual appeal were the most influential features, while long pacing and video length limited attention. Interactive videos increased motivation, comprehension, and participation, supporting constructivist and multimedia learning principles. However, excessive interactivity or poor pacing reduced retention. The study concludes that well-designed, concise, interactive videos combined with teacher guidance foster deeper engagement and improved outcomes. Future research should explore their use in other subjects and examine how digital access and literacy influence learning effectiveness in resource-limited schools.
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ItemTechnology-enhanced Information Literacy training for students at the Makerere University Library(Makerere University, 2025)The rapid evolution of technology and rise of emerging technologies is transforming information literacy (IL) training. Globally, institutions are adopting technology-enhanced online platforms to deliver scalable, accessible IL training, from mobile apps to learning management systems (LMS). At Makerere University Library, the number of students trained in IL is growing annually but remains a small fraction compared to the total student population. This study explored the development of a framework for conducting effective online IL trainings for students at the Makerere University Library. Guided by Kolb’s Experiential Learning Theory, the study, through three objectives; explored the perceptions and needs of students undertaking information literacy trainings, established the technologies used to conduct information literacy trainings, and developed a framework for conducting effective online information literacy trainings. The study adopted a fully mixed sequential equal status explanatory design to utilize the strength of both quantitative and qualitative research methodology, with the unit of analysis being Makerere University students and librarians. Stratified sampling was used to categorize the student population by college in order to ensure adequate representation from each college. For the quantitative component of the study, a sample of 375 students was purposively selected from a total student population of 11,201. The qualitative component comprised 15 librarians purposively selected from a population of 31 librarians. The sample size was determined using Krejcie and Morgan’s simplified heuristic approach. Quantitative data was collected with the aid of a self-administered structured questionnaire, and the Cronbach’s alpha values measured to ensure reliability of the instrument and content validity and face validity used to determine validity of the instrument. Data was analyzed for mean, median, mode, standard deviation and variance using statistical package for the social sciences, (SPSS). For qualitative data analysis, field notes were gathered from the interviews with library staff and the audio recordings transcribed verbatim and imported into Microsoft Excel for systematic coding. Findings from the three objectives depict that firstly, students undertaking training and their instructors perceive information literacy as important and that students perceive instructors as knowledgeable and supportive during training. Secondly, findings depict that some forms of technology are currently used in information literacy training at the Makerere University Library, and that these technologies are easy to access, navigate and that they enhanced the learning experience of users. And finally, the findings present key considerations that informed the development of a framework for conducting effective information literacy training online, guided by the ADDIE Model’s five phases. Each of the five phases integrated learner-centred, technological and institutional components, interconnected by OER, partnerships, and analytics as crosscutting enablers. The study recommends procuring more computers and bandwidth for training, incorporating IL in curricula, prioritizing mobile, offline-capable platforms, OER integration, librarian training, librarian recruitment to ensure scalability of training across entire university, and telecom partnerships to ensure sustainability and inclusivity in Uganda’s low-resource context through zero-rating the university domain.