Article Per Year (5 Year)
p-Index From 2021 - 2026
1.955
P-Index
This Author published in this journals
All Journal Journal of Information Systems and Informatics Journal of Technology and Informatics (JoTI) COMPETITIVE: Journal of Education International Journal of Artificial Intelligence and Science
Mabina, Alton
Unknown Affiliation
Religion Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Mechanical Engineering Social Sciences

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search
Journal : COMPETITIVE: Journal of Education

 1 
Improving Collaboration in Higher Education Through ChatGPT Using the Addie Framework Mabina, Alton
COMPETITIVE: Journal of Education Vol. 4 No. 1 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i1.162

Abstract

The integration of artificial intelligence (AI) in higher education has gained significant attention, particularly in enhancing collaborative learning. This study explores the effectiveness of ChatGPT in improving group interactions, critical thinking, and engagement using the ADDIE framework. The research provides a structured approach to AI adoption, ensuring it complements traditional teaching methods rather than replacing them. A systematic review of AI-supported educational frameworks was conducted, analyzing studies from academic databases. Inclusion criteria focused on research involving AI-assisted collaborative learning, while exclusion criteria omitted studies unrelated to higher education or lacking empirical evaluation. Results indicate that while models like Bloom’s Taxonomy, TPACK, and SAMR contribute to AI-enhanced learning, they lack structured implementation for collaborative activities. The ADDIE model offers a systematic framework for designing, developing, and evaluating AI-supported learning strategies, ensuring continuous refinement. Findings reveal that ChatGPT significantly enhances teamwork, problem-solving, and engagement in structured group activities. However, challenges such as ethical considerations, accessibility, and AI biases must be addressed. This study contributes by proposing a replicable AI-integration model, offering guidelines for policymakers and educators, and emphasizing responsible AI use. Future research should refine AI applications for inclusivity and ethical implementation in diverse educational settings.
Ethical Implications of Chatgpt in Higher Education: a Systematic Review Mbotho, Amber; Mabina, Alton
COMPETITIVE: Journal of Education Vol. 4 No. 2 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i2.164

Abstract

This systematic review examines the ethical implications of ChatGPT in higher education, focusing on issues such as academic integrity, responsible AI use, and its impact on learning outcomes. A structured search of five major databases, following PRISMA methodology, identified 696 records, of which 44 studies met the inclusion criteria. The findings reveal that ChatGPT, while a powerful educational tool, raises significant concerns about plagiarism, reduced critical thinking, and uneven adoption across regions. Studies demonstrate that ChatGPT can enhance learning when used as a supplementary resource but poses risks when relied upon excessively. The review highlights gaps in current research, particularly the lack of longitudinal studies and limited evidence on regional variations in adoption. Limitations of the review process, such as the exclusion of gray literature and potential biases in self-reported data, are acknowledged. Despite these limitations, the review offers actionable insights, emphasizing the need for robust ethical guidelines, enhanced plagiarism detection systems, and educator training to promote responsible AI use. This paper contributes to the ongoing discourse on integrating AI in education by addressing its benefits and challenges. It calls for future research to explore long-term impacts and practical frameworks for ethical AI adoption, ensuring ChatGPT serves as a complementary tool rather than a disruptive force in higher education  
Cultural Dimensions and Educational Technology Adoption in Higher Education: A Mixed-Methods Approach in Developing Countries Mabina, Alton; Neo Rafifing; Boago Seropola; Kalu Ubi Kalu
COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i3.160

Abstract

This study examines how cultural dimensions influence the acceptance and usage of educational technology in higher education, particularly in developing countries. The research employs a mixed-methods approach, combining quantitative surveys with 250 university students and qualitative interviews with 25 educators and students to explore the role of cultural factors such as power distance, collectivism, uncertainty avoidance, and digital readiness in technology adoption. The findings reveal that collectivist cultures demonstrate higher engagement with collaborative tools, while high power-distance cultures show reliance on authority figures for technology adoption. Additionally, digital literacy gaps and resistance to change hinder widespread implementation. These insights contribute to the theoretical refinement of technology acceptance models by integrating cultural variables and offer practical recommendations for policymakers and educators to design culturally responsive digital literacy programs. The study highlights the need for policies promoting inclusive and equitable access to educational technologies in diverse cultural settings. By addressing cultural barriers, this research advances the discourse on digital education and provides strategies to improve technology integration in higher education.
Decoding Gen-Z: The Impact of Social Networks on Their Decision-Making Mechanisms Monageng, Thapelo; Mabina, Alton
COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i3.175

Abstract

This research explores the influence of social media on the decision-making mechanisms of Generation Z, particularly in the context of political engagement and voting behavior. With social media platforms becoming increasingly central to how Gen-Z interacts with information, this study investigates the frequency and patterns of social media use among university students in Botswana, focusing on platforms like Facebook, Twitter, and TikTok. A mixed-methods approach, incorporating both surveys and interviews, was employed to gather data from 345 participants at the University of Botswana. Findings reveal that a significant proportion of Gen-Z students encounter political content regularly on social media, with Facebook being the most frequently used platform for political engagement. The study highlights the role of social media in shaping political opinions, with many respondents indicating that their voting decisions were influenced by online interactions and content. However, concerns about misinformation and the reliability of sources were prevalent. The results provide insights into how social media platforms are increasingly integrated into Gen-Z’s decision-making processes, offering valuable implications for educators, marketers, and policymakers in Botswana. This research contributes to understanding the broader impact of social media on youth engagement in the political sphere and lays the groundwork for further studies on digital influence in African contexts.
Factors Influencing Gen Z’s Adoption and Usability on Internet of Things (Iots) in Higher Education: Case of Botswana Monageng, Thapelo; Rafifing, Neo; Mabina, Alton
COMPETITIVE: Journal of Education Vol. 4 No. 4 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i4.176

Abstract

The integration of the Internet of Things (IoT) in higher education presents significant opportunities to enhance learning experiences and institutional operations. However, the adoption and effective utilization of IoT technologies among Generation Z (Gen Z) students in Botswana's higher education sector remain underexplored. This study investigates the factors influencing IoT adoption and usability among Gen-Z students in Botswana's higher education institutions, with a specific focus on the role of social media in shaping perceptions and decision-making processes. Employing a mixed-methods approach, the study collected quantitative data through surveys from one hundred participants and qualitative insights through semi-structured interviews with twenty participants. Quantitative analysis revealed that entertainment and information gathering are primary motives for social media engagement, while trust in online content varies across demographics, and encounters with misinformation are common. Qualitative findings highlighted the role of peer validation and algorithm-driven content in shaping opinions. The findings reveal that social media significantly influences students’ awareness, trust, and attitudes toward IoT technologies, with exposure to misinformation and peer validation playing critical roles. Additionally, the study highlights the importance of digital literacy and ethical content moderation in fostering responsible IoT engagement. The results underscore the need for targeted strategies to promote IoT acceptance and digital literacy, ultimately enhancing the quality and effectiveness of technology-enabled learning in Botswana’s higher education sector. This research provides valuable insights for educators, policymakers, and technology developers aiming to facilitate the responsible integration of IoT in higher education.
Co-Authors Boago Seropola Gadilatolwe, Innocent Kalu Ubi Kalu Kalu, Kalu Majoo, Pulafela Majoo, Pulafela Akofhang Mbotho, Amber Monageng, Thapelo Mosinki, Joyce Mphale, Ofaletse Mphole, Ofaletse Neo Rafifing Otlhomile, Boitshoko E Otlhomile, Boitshoko Effort Rafifing, Leatile W. Rafifing, Neo Seropola, Boago Tlhoolebe, Joyce