AI-Assisted Multilingual Pedagogy in Computing Education: A Culturo-Techno-Contextual Approach Framework for Enhancing Achievement and Attitudinal Outcomes in Mobile and Adaptive Systems
DOI:
https://doi.org/10.65820/ejes-12vol2-issue2-2026Keywords:
Multilingual Instruction, OSI Model, Student Attitude, Academic Achievement, Mobile and Adaptive SystemsAbstract
Purpose: This study evaluated the effects of the traditional lecture method and three CTCA 2.0-based modalities (Monolingual AI-supported CTCA, Strategic Multilingual AI-supported CTCA, and Heavy Multilingual AI-supported CTCA) on students' academic performance and attitudes toward learning the OSI model.
Methodology: A quasi-experimental design involving four intact groups (N = 75) was adopted. Pre-test and post-test data were analysed using MANCOVA, with pre-test scores serving as covariates.
Results: Findings revealed a significant overall difference among the instructional approaches (Wilks' Λ = .129, p < .001). Although the CTCA 2.0 groups recorded higher achievement means than the control group, this difference in post-test achievement was not statistically significant, F(3, 69) = 2.49, p = .07. However, instructional approach exerted a very large and significant effect on students' attitudes, F(3, 69) = 130.87, p < .001, η² = .851, with all CTCA modalities yielding positive outcomes.
Novelty and Contributions: This study advances computing education by integrating AI-supported multilingual CTCA 2.0 strategies for teaching abstract computing concepts, and by demonstrating their strong influence on learners' affective engagement.
Practical and Social Implications: The findings suggest that culturally responsive, technology-enhanced instructional approaches can improve learners' attitudes toward challenging computing topics, thereby fostering engagement, inclusion, and sustained learning.
References
Agbanimu, D. O., Okebukola, P. A., Oladejo, A. I., Gbeleyi, O. A., & Adam, U. A. (2025). Mitigating difficulty in computer studies through the Culturo-Techno-Contextual Approach. Journal of Educational Research, 118(2), 147–155.
Alexander, N. (2000). Language policy and education in Southern Africa. Praeger.
August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Lawrence Erlbaum.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.
Ayeni, O. A., Salami, T. A., & Bello, A. S. (2024). Artificial intelligence–driven adaptive learning systems and personalized feedback in STEM education. Computers & Education: Artificial Intelligence, 5, 100165. https://doi.org/10.1016/j.caeai.2024.100165
B. O. Ayinde, I. O. Muraina, and A. O. Abdurrazaq, (Jan, 2026). Design and Evaluation of a Blockchain Enabled IoT Architecture for Secure and Intelligent Learning Ecosystems. Advancement of IoT in Blockchain Technology and its Applications, vol. 5, no.1, pp.1–11. https://matjournals.net/engineering/index.php/AIBTIA/article/view/2994
Ball, J. (2011). Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years. UNICEF.
Bayaga, A. (2024). Contextualised pedagogical frameworks for technology integration in developing countries. International Journal of Educational Development, 102, 102858. https://doi.org/10.1016/j.ijedudev.2023.102858
Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233–262.
Bourdillon, M., et al. (2010). Learning and teaching in multilingual contexts: A comparative look. Journal of Multilingual Education, 12(2), 116–130.
Buran, S., Al-Sharif, R., & Chen, Y. (n.d.). Linguistic equity and cultural bias in AI-powered educational systems. Journal of Artificial Intelligence in Education. Advance online publication.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Dey, A. (2025). Generative AI and adaptive scaffolding in computing education. IEEE Transactions on Learning Technologies. Advance online publication. https://doi.org/10.1109/TLT.2025.XXXXXX
Dodoo, J. E., Mensah, F. K., & Boateng, P. (2025). Multilingualism and digital equity in sub-Saharan African classrooms. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2025.XXXXXX
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
Guo, P., Reinecke, K., & Brooks, C. (2025). Mobile adaptive learning systems for diverse learners: Design principles and outcomes. Computers & Education, 198, 104721. https://doi.org/10.1016/j.compedu.2024.104721
Hariyanto, D., Nugroho, A., & Suryani, E. (2025). Cultural responsiveness in AI-assisted education: Challenges and opportunities. Educational Technology Research and Development. Advance online publication. https://doi.org/10.1007/s11423-025-XXXX-X
Heugh, K. (2011). Theory and practice—language education models in Africa. Current Issues in Language Planning, 12(1), 39–58.
Jacob, S., & Warschauer, M. (2024). Equity and access in computing education: A critical review of global trends. Review of Educational Research, 94(1), 32–68. https://doi.org/10.3102/00346543231234567
Jacob, S., Warschauer, M., & Xu, Y. (2022). Technology, pedagogy, and inequality in computing classrooms. Journal of Computer Assisted Learning, 38(6), 1521–1536. https://doi.org/10.1111/jcal.12689
Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1–19. https://doi.org/10.1007/s10648-010-9150-7
Kayyali, R. (2025). Ethical risks and inclusivity challenges of AI in education. AI & Society. Advance online publication. https://doi.org/10.1007/s00146-025-XXXX-X
Liu, M., Zhang, S., & McKelroy, E. (2025). Context-aware artificial intelligence for equitable learning environments. Educational Technology & Society, 28(2), 45–60.
Mahmoud, S., & Sørensen, B. H. (2024). Intelligent tutoring systems and learner modeling in higher education. International Journal of Artificial Intelligence in Education, 34(2), 412–430. https://doi.org/10.1007/s40593-024-00345-9
Mariyono, J., & Abror, A. (2024). Language, culture, and algorithmic bias in educational AI. Journal of Educational Computing Research, 62(1), 89–111. https://doi.org/10.1177/07356331231234567
Mashwama, X. N., Mpahla, N., Mtshatsha, N., & Makena, B. (2025). The Impact of Student Attitude and Behaviour on Subject Performance – A Systematic Review. Journal of Education and Learning Technology
Merino-Campos, C. (2025). Adaptive feedback mechanisms in AI-supported learning environments. British Journal of Educational Technology. Advance online publication. https://doi.org/10.1111/bjet.13567
Moya, S., & Camacho, M. (2024). Motivation and self-efficacy in mobile-assisted learning environments. Educational Technology Research and Development, 72(3), 1379–1398. https://doi.org/10.1007/s11423-023-10298-4
Nishimura, S. (2009). Students’ voices about multilingual education: Perceptions from the classroom. International Journal of Multilingual Learning, 6(1), 55–73.
Okebukola, P. A. (2015). Culture, technology and context in science teaching: The Culturo-Techno-Contextual Approach. Journal of Educational Studies, 7(1), 1–15.
Okebukola, P. A. (2021). Breaking barriers to learning: The Culturo-Techno-Contextual Approach (CTCA). Sterling Publishers.
Okebukola, P. A., Agbanimu, D. O., Oladejo, A. I., Gbeleyi, O. A., & Umar Adam, U. A. (2024). A cultural, technological, and contextual pedagogy for enhanced learning in STEM. Journal of Educational Research, 117(2), 49–60.
Oladejo, A. I., & Okebukola, P. A. (2025). Breaking barriers to meaningful learning in STEM subjects in Africa: A systematic review of the Culturo-Techno-Contextual Approach. Sustainability, 17(5), 2310.
Oladejo, M. A., Bayaga, A., & Omodara, O. D. (2023). Culturo-Techno-Contextual Approach (CTCA) to ICT instruction: Implications for engagement and achievement. Journal of Research in Technology Education, 55(4), 487–505. https://doi.org/10.1080/15391523.2023.2187643
Oladejo, M. A., Bayaga, A., & Samuel, E. A. (2025). CTCA 2.0 and instructional equity in technology-enhanced classrooms. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-025-XXXX-X
Onowugbeda, F. U., Okebukola, P. A., Ige, A. M., Lameed, S. N., Agbanimu, D. O., & Adam, U. A. (2024). A cultural, technological and contextual pedagogy to enhance achievement and retention of biology concepts. Journal of Educational Research, 117(2), 49–60.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Prather, J., Denny, P., & Becker, B. A. (2025). Student and instructor perceptions of AI tools in computing education. ACM Transactions on Computing Education. Advance online publication. https://doi.org/10.1145/XXXXXXX
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Salim, A., Hassan, R., & Ismail, N. (2025). Adaptive mobile learning systems in resource-constrained contexts. International Journal of Mobile Learning and Organisation, 19(1), 1–20.
Samuel, E. A., Bayaga, A., & Oladejo, M. A. (2023). Culturally responsive pedagogies and digital innovation in African education systems. African Journal of Research in Mathematics, Science and Technology Education, 27(2), 143–156. https://doi.org/10.1080/18117295.2023.2178946
San Martín Santibáñez, D. G., & Manzano Munizaga, C. (2026). Dataset for “Do Students Learn Better Together? Teaching Design Patterns and the OSI Model with the Jigsaw Method”. Zenodo.
San Martín, D., Manzano, C., & Camargo, V. (2025). Do Students Learn Better Together? Teaching Design Patterns and the OSI Model with the Aronson Method. arXiv.
Skutnabb-Kangas, T. (2000). Linguistic genocide in education—or worldwide diversity and human rights? Lawrence Erlbaum.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
UNESCO. (2016). If you don’t understand, how can you learn? Education Research and Foresight. UNESCO.
Vogel, S., Ascenzi-Moreno, L., & Garcia, O. (2020). Multilingualism and technology-mediated learning. Language and Education, 34(5), 420–437. https://doi.org/10.1080/09500782.2020.1763790
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, Y., Chen, L., & Li, X. (2025). Integrating culturally responsive pedagogy with AI-enhanced learning systems. Journal of Learning Analytics. Advance online publication.
Zheng, M., Wei, B. H., Zhang, Z. Y., & Yan, X. (2014). Adaptive Mobile Applications to Dynamic Context. Journal of Computer and Communications, 2, 9–13.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Alli Abdurrazaq, Omar D Camara, Saidu Conteh, Ebrima Kanteh (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This article is licensed under a Creative Commons Attribution 4.0 International License.
