This research contributes to knowledge in mediating effect of lecturers’ behavioural intention towards the acceptance of podcasts technology in universities. A cross-sectional quantitative research design was involved in this study. Also, a total of eight hundred and twenty-nine (829) lecturers participated in this research from three different south-west Nigeria Federal universities. The research instrument was titled lecturer’s acceptance questionnaire (LAQ) with a calculated Cronbach’s alpha of .919, which confirmed the instrument validity. The gathered data was analysed by using both descriptive and inferential statistics. The formulated hypothesis was tested at .05 level of significance. The result from descriptive analysis of data suggested that behavioural intention was at a low level among lecturers and the results of hypothesis testing revealed the effect of behavioural intention as partial mediator of podcast acceptance. Based on these findings relevant conclusions and recommendations were suggested in this research.

There is limited empirical evidence arguing against accepting and using podcasts for educational purposes. This may in part, explain the recent surge in the acceptance of podcasts for pedagogy, alongside the COVID-19 pandemic. Both students and lecturers have been greatly affected by this pandemic which may explain the uptake in the use of podcasts. However, few studies have explored podcast use for pedagogy and thus, there is limited empirical backing. This study investigated pedagogy and considered podcast performance expectancy, effort expectancy, social influence, facilitating condition, cultural, social, and political beliefs factors in Nigerian universities. This research introduced cross-sectional quantitative methods, which utilised a questionnaire, gathering data from three Federal Universities in Nigeria. The formulated hypothesis was rejected using multiple regression and a total of eight hundred and twenty-nine questionnaires were gathered from Nigerian university lecturers. The data was analysed and the results showed a low-level outcome with regards to podcast acceptance for pedagogy in Nigeria Federal Universities.

This study aimed to determine the impact of an augmented reality (AR) application, NutricARd, on students' achievement and motivation. The mixed-methods research seeks to ascertain the influence of AR-NutricARd learning cards on the motivation and achievement of form 2 science students. There were 50 participants in this study. The NutricARd applications, which had undergone rigorous design and development research, were employed for the treatment group. Each of the control and experimental groups had 25 participants. The control group used existing AR features in textbooks provided by the Malaysia Ministry of Education. The study revealed that there is a significant difference in achievement between the treatment and control groups. Pretests and post-tests, as well as a procedure for semi-structured interviews, were employed as research tools in this study. The paired t-test results showed that there was also a significant difference in students' motivation. The semi-structured interview showed that AR-NutricARd has the capabilities and intriguing aspects that encourage students to engage with the science subject. The findings of the study also showed that there is a significant relationship between motivation and achievement. Thus, a higher motivation implies increased student achievement.

Trainee teachers in Malaysia are encountering new development in the open market that requires skills of the 21 st century. This study thus investigated the skills of information, media and technology (IMT) among trainee teachers at a Malaysian university by exploring e-portfolio at Mahara@USM to improve IMT skills in the 21 st century. This study involved a quantitative method, which utilised questionnaires as a research instrument for data gathering activities. Also, a total of 265 trainee teachers were involved in this research for a seven-week intervention study. Using both descriptive and inferential statistics, this research data was analysed. In addition, the inferential statistics introduced in this study data analysis are t-test and ANOVA. These research findings have shown that trainee teachers possess the necessary IMT skills to prepare an e-portfolio. However, the findings of this research have shown that there is a significant difference in media literacy skills among trainee teachers from various majors. Trainee teachers and majors had no sign of information literacy skills in this enquiry. Additionally, there were no signs of information and communication technology skills among the trainee teachers and majors. This study contributes to the existing literature on 21 st century IMT skills for trainee teachers. This research fills the gap that exists due to global changes in IMT capabilities in the need for a pedagogical paradigm shift.

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