The study objective was to investigate the impact of an educational digital storytelling intervention (EDSI) on human immunodeficiency virus (HIV) risk perception and knowledge among Nigerian adolescents. Methods: Using a randomized controlled trial design procedure, we recruited 98 Nigerian adolescents who were college students. Data were collected using the Perceived Risk of HIV Scale and the HIV Knowledge Questionnaire and were analysed using repeated measures analysis of variance. Results: The results showed that the EDSI was effective in increasing HIV risk perception and knowledge among adolescents in the treatment group compared with those in the no-treatment control group.

Background/Objective: The study's objective was to determine the efficacy of guided internet-assisted intervention (GIAI) on depression reduction among educational technology students of Nigerian universities. Methods: The design of the study was a 10-weeks group-randomized trial (GRT) which involved a pre-test, post-test, and follow-up assessment. A total of 192 educational technology students who were identified as having depression formed the sample of the study. Beck's Depression Inventory-II (BDI-II) was the measure used for data collection in the study. Data collected were analyzed using ANOVA with repeated measures. Results: The initial assessment results showed that the participants in both treatment and usual-care control groups had depression. After 10-weeks participation in GIAI, the assessment results showed a significant reduction in depression among students in the treatment group when compared to those in the usual-care control group. The follow-up assessment indicated a further significant reduction in the depression among participants in the treatment group when compared to those in the usual-care control group. Conclusion: The authors concluded that GIAI was significantly effective in reducing depression among university students in the treatment group compared to those in the usual-care control group. Therefore, educational technologists, counselors, psychologists, health workers, and other social workers should adopt educational intervention using GIAI in helping university students undergo depression reduction.

Background Art-making can pose significant risks to the health and safety of artists. Some art materials and equipment are hazardous. Objective This article highlights the various hazards caused by the use of these materials in art-making and actions that could be taken to prevent it. Methods We used documentary research approaches to find out and study the relevant literature sources and to analyze and synthesize the information got. Result The results showed that art students and lecturers are not aware of the health hazards of art materials they use in their art practice, and they have a nonchalant attitude towards taking appropriate health precautions in the use of these art materials. We also observed that changing the attitudes of university art students, and lecturers on the health hazards involved in art-making would require several actions. Conclusion The awareness of health hazards associated with art-making/studio practice is useful to help art students and lecturers to increase their health precautions in using art materials.

The study investigated the effects of children-generated illustrations and gender on pupils' achievement in phonics in the Udenu Local Government Area of Nigeria. The study employed a non-equivalent quasi-experimental 2 x 2 factorial research design. Some 172 primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were tested. The data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for illustration on pupils' achievement in phonics F(1,167) = 24.596, p<.000; there was non-significant main effect of gender on pupils' achievement in phonics F (1,167) = 0.291, p <.082; and there was non-significant interaction effect of illustration and gender on pupils' achievement in phonics F (1,167) = .253, p <.615. It was recommended that the Ministries of Education should ensure that textbook authors incorporate children-generated illustrations in the instructional materials for pupils.

The study investigated the interaction effect of mode of illustration and colour preference on pupils’ achievement in phonics in Nnobi in Idemili South Local Government Area of Nigeria. The study employed a non-equivalent quasi‐experimental 2 x 3 factorial research design. Some 167primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were tested. The data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for the mode of illustration on pupils’ achievement in phonics F(1,165) = 123.221, p = .000; there was a significant main effect of colour preference on pupils’ achievement in phonics F (2,165) = 55.198, p = 000; and there was a significant interaction effect of illustration and colour preference on pupils’ achievement in phonics F (2,165) = 7.593, p = .001. Because the children-generated illustrations were more effective in teaching phonics and enhancing pupils achievement in phonics, the Ministries of Education should ensure that textbook author incorporate children-generated illustrations in the instructional materials for pupils in primary schools. These materials should be rendered in pupils most preferred colours.