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
It is suggested that GenAI has significant potential to enhance HOTS in African programming education, but sustainable and equitable integration requires AI-resilient assessment, faculty professional development, institutional policy guidance, locally relevant tools, and further longitudinal, experimental, classroom-ba...
A. Kadams, S. Oyelere, C. B. Omeh· International Computing Educ...· 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
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