Browsing by Author "Mselle, Leonard"

Now showing 1 - 8 of 8
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    An empirical study of critical success factors for the adoption of m-government services in Tanzania
    (Springer Singapore, 2021) Ishengoma, Fredrick; Mselle, Leonard; Mongi, Hector
    For the past decade, the Tanzanian government has started implementing m-government initiatives. However, little is known about the factors surrounding m-government adoption in Tanzania. Consequently, some m-government services have been successfully adopted while others are still struggling (having a low level of adoption). In this chapter, the authors investigate critical success factors (CSFs) that favor the adoption of m-government services from a web analytics point of view. The results show that inspecting the web analytics data from multiple viewpoints and varying levels of detail, gives insights on the CSFs towards the adoption of m-government services. The findings suggest that perceived usefulness, user needs, and usability favor the adoption of one m-government service over the other. Moreover, factors like the loading time of the service, the number of requests, and bounce rate seem not to have an effect.
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    Analyzing the institutionalization of free and open source software adoption in Tanzanian higher education institutions
    (University of Dar es Salaam, 2024-03-06) Namayala, Phesto; Kondo, Tabu; Mselle, Leonard
    Free and open-source software (FOSS) are viable alternatives to pricey proprietary software due to their low total cost of ownership (TCO). They are predicted to have a bright future because of their advanced technologies in service delivery. Despite the availability of FOSS adoption studies, public discourse as well as information and communication technology (ICT) policies, FOSS applications are inadequately adopted in Tanzanian Higher Education Institutions (HEIs) due to lack of institutionalization. This finding poses a need for examining the institutionalization status. Institutionalization occurs when FOSS adoption and use becomes a standard practice. This study analyses the institutionalization of FOSS adoption by examining the national and selected universities’ ICT policies and observing the evolution of public discourse towards FOSS by examining multiple articles. The study adopted a systematic literature review and was guided by an analytical framework that triangulated new institutional theory, the underlying concept of organizing vision, and rhetorical diffusion theory. The findings show that, although there are sporadic use of FOSS in some Tanzanian HEIs, FOSS adoption is generally not institutionalized. As a result, the study recommends adjustments in preparation of ICT policies, making adoption of FOSS part of organizational strategic plans for them to enjoy decision-makers’ support.
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    Analyzing the Institutionalization of Free and Open Source Software Adoption in Tanzanian Higher Education Institutions
    (University of Dar es Salaam, 2024) Namayala, Phesto; Kondo, Tabu; Mselle, Leonard
    Free and open-source software (FOSS) are viable alternatives to pricey proprietary software due to their low total cost of ownership (TCO). They are predicted to have a bright future because of their advanced technologies in service delivery. Despite the availability of FOSS adoption studies, public discourse as well as information and communication technology (ICT) policies, FOSS applications are inadequately adopted in Tanzanian Higher Education Institutions (HEIs) due to lack of institutionalization. This finding poses a need for examining the institutionalization status. Institutionalization occurs when FOSS adoption and use becomes a standard practice. This study analyses the institutionalization of FOSS adoption by examining the national and selected universities’ ICT policies and observing the evolution of public discourse towards FOSS by examining multiple articles. The study adopted a systematic literature review and was guided by an analytical framework that triangulated new institutional theory, the underlying concept of organizing vision, and rhetorical diffusion theory. The findings show that, although there are sporadic use of FOSS in some Tanzanian HEIs, FOSS adoption is generally not institutionalized. As a result, the study recommends adjustments in preparation of ICT policies, making adoption of FOSS part of organizational strategic plans for them to enjoy decision-makers’ support.
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    Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis
    (Emerald, 2024-01-15) Liana, Leyla Hamis; Mrutu, Salehe I.; Mselle, Leonard
    Purpose Computer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD). Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness for transparent language reading for K-3 learners with IDLD. Design/methodology/approach This study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model. Findings 11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d = 1.13, p-value = 0.066 and CI 95%(−0.339–2.588). However, these results must be interpreted with a concern of only using published studies. Originality/value The study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.
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    Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis
    (Emerald, 2024) Liana, Leyla Hamis; Mrutu, Salehe I.; Mselle, Leonard
    Purpose – Computer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD).Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness fortransparent language reading for K-3 learners with IDLD. Design/methodology/approach – This study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model. Findings – 11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d 5 0.24, p-value 5 0.063 and confidence interval (CI) 95% ( 0.068–0.551) for phonics and phonemic awareness d 5 0.41, p-value 5 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d 5 1.13, p-value 5 0.066 and CI 95%( 0.339–2.588). However, these results must be interpreted with a concern of only using published studies. Originality/value – The study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.
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    Developing an intelligent postGIS database to support accessibility tools for urban pedestrians
    (MPDI, 2018) Sinkonde, Daniel; Mselle, Leonard; Shidende, Nima; Comai, Sara; Matteucci, Matteo
    People with mobility impairment must travel through cities with extra care. An intelligent database of Maps for Easy Paths (MEP) project for storing and retrieving accessibility information about a particular path by using PostGIS may enable the public to enjoy the privilege of the technology that alleviates the problem of city accessibility through the Web or, more recently, through smartphones/tablet applications. The methods and techniques for intelligent database to storeand retrieve accessibility information by using a relational intelligent PostGIS database are described. The conceptual data model is designed for an intelligent database (PostGIS). Users will be able to actively participate in the process of taking pictures of obstacles, uploading them to the MEP server and giving some comments on the attributes of the picture of the barrier. The resulting data will help others to locate and evaluate paths. This paper presents the conceptual data model design as well as a review of features of the data of the existing systems. Therefore, the novelty of this approach lies in developing an intelligent database for the enrichment of geographical maps with information about the accessibility of urban pedestrian areas for people with mobility problems.
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    Memory transfer language as a tool for visualization-based-pedagogy
    (Elsevier BV, 2021) Mselle, Leonard; Ishengoma, Fredrick
    In this paper, MTL, an approach for visualization-based pedagogy, is analyzed and contextualized in both Cognitive Load Theory (CLT) and Dual Coding Theory (DCT). Through MTL, lectures, tutorials, laboratory sessions and individual study in learning and teaching programming are all carried out using two cognitive channels; verbal and non-verbal. RAM diagrams together with animations are used to visualize (represent the images of) codes, while text and voice are used for verbal presentations. A class experiment was carried out to evaluate the impact of using MTL together with animations in teaching programming. The chi-square test results revealed that, students' performance on one question (question 1) was significantly (p < 0.0001) higher for the experimental group (23.53%) as compared to the control group (1.89%). Similarly, the results of the chi-square test revealed that, students' performance on another question (question 2) was significantly (p < 0.0001) higher for the experimental group (23.53%) as compared to the control group (1.14%). It is concluded that the MTL approach enhances comprehension since it allows the use of two cognitive channels, which, in turn, reduces cognitive load.
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    Power distance and users behavior towards the adoption of m-Government services in Tanzania: a web analytics study
    (Open Information Technologies Lab (OIT Lab), 2019) Ishengoma, Fredrick Romanus; Mselle, Leonard; Mongi, Hector
    Citizens adoption of m-Government services can be achieved through voluntary or mandatory settings. In Tanzania, some government authorities have chosen mandatory adoption approach in order to increase adoption rate, efficiency, and reduce the costs of public administration. One of the crucial dimensions of mandatory adoption is power distance (PD). Literature review, mostly from developed countries, have shown contradicting results on the role of PD towards the adoption of m-Government services. Meanwhile, there is a lack of research studies from African developing countries. This research seeks to fill this gap by examining if PD is a success factor towards the adoption of m-Government services and model users’ behaviors. The study analyzed the 1-year transactions logs that cover before and after the mandatory electronic payment system is adopted. Furthermore, the study analyzed the 1-year traffic of data from government recruitment agency by using web analytics to understand users’ pattern. Findings show that PD is a significant success factor in the adoption of m-Government services in Tanzania. The study also reveals the existence of flash effect (FE) pattern. Finally, the study proposes a Flash Event Mitigation Algorithm (FEMA) to mitigate the impact of the FEs on m-Government services.