Research Outputs

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http://hdl.handle.net/20.500.11837/3217

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Browsing Research Outputs by Author "Funda, Vusumzi"

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    Artificial Intelligence (AI) as a tool to address academic challenges in South African higher education
    (University of Fort Hare, 2024-11-29) Funda, Vusumzi; Mbangeleli, Noluthando Busiswa Agape
    This systematic literature review (SLR) study explores artificial intelligence (AI) as a tool to address academics challenges in South African higher education. Numerous difficulties beset higher education system in South Africa, such as a lack of funding, high student-to-lecturer ratios, and unequal access to high-quality education. Relevant academic databases, such as PubMed, Google Scholar, ERIC, and Web of Science, was searched using a combination of keywords relating to South African higher education, AI in education, academic issues, and AI technologies. A total of twenty (20) documents were identified and used in this study. The examination looks at how AI is currently being used, how it affects how people teach and learn, and the opportunities and challenges that come with using it in this setting. The results show that artificial intelligence (AI) technologies, including automated assessment tools, intelligent tutoring systems, and adaptive learning platforms, have the potential to improve personalized learning experiences, boost student engagement and academic performance, and facilitate effective management of educational resources. However, overcoming several issues, such as a lack of technological know-how, restricted infrastructure, concerns about equity, and ethical implications is necessary for the successful integration of AI in South African higher education. It encourages educators, politicians, and technology experts to work together to establish long-term solutions for incorporating AI into teaching and learning processes while maintaining inclusivity, equity and ethical issues.
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    Artificial intelligence-powered decision support system for operational decision-making in the ICT department of a selected African university
    (Taylor and Francis Group, Routledge, 2024-09-16) Funda, Vusumzi; Francke, Errol
    This paper aims to explore the effect of an artificial intelligence-enabled decision support system (AIDSS) on decisionmaking processes within a university setting, focusing on the ICT department of a selected South African university. The research objectives revolve around the effectiveness of AIDSS in enhancing decision-making in higher education institutions. Convenience sampling was employed in this study and a questionnaire administered to 28 participants. These methods were chosen to gather insights into the practical application of AI technology in the context of IT operational decision-making. The major findings of this research reveal that AIDSS has the potential to significantly improve decision-making processes in higher education. Despite these advancements, the research acknowledges the ethical and societal implications arising from AI integration, underscoring the importance of achieving a balance between technical advancement and the upholding of human values. As a major policy implication, this study underscores the importance of embracing AI technologies in higher education institutions to enhance decision-making processes, thus improving the efficiency and effectiveness of IT operations. The original contribution of this research lies in its exploration of the practical use of AIDSS in South African higher education, offering insights into how AI can be harnessed to advance decision-making.
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    Benefits and challenges of AIOPS adoption and usage in HEIs in developing countries
    (Stellenbosch University, 2024-11) Funda, Vusumzi; Francke, Errol
    Adopting Artificial Intelligence for IT Operations (AIOps) holds transformative potential within Higher Education Institutions (HEIs) in developing countries. This systematic literature review delves into the benefits, challenges, and emerging trends associated with AIOps integration in this context. The review encompasses studies published between 2013 and 2023, focusing on the academic, administrative, and operational dimensions of AIOps adoption. The synthesis of 12 selected studies reveals a landscape where AIOps augments pedagogical strategies, automates administrative tasks, and enhances institutional decision-making. Academic benefits manifest through personalised learning experiences, innovative pedagogical approaches, and predictive analytics for student success. However, the integration of AIOps is full of challenges. Technical hurdles encompass data quality and availability, compatibility, and resource constraints, requiring comprehensive technological foundations. Organisational and cultural challenges necessitate strategies to mitigate change resistance, provide staff training, and address ethical considerations. The review identifies emerging patterns such as collaborative learning environments, data-driven institutional management, and the moral integration of AI in education. The interplay of benefits and challenges underscores the importance of a holistic approach involving educators, technologists, administrators, and policymakers. The findings illuminate the potential for HEIs to harness AIOps's capabilities while navigating intricacies to foster an AI-enhanced educational landscape. The implications for HEIs encompass strategic investment in infrastructure, comprehensive staff training, and ethical frameworks for AI use. The article concludes by advocating for an adaptive approach to AIOps adoption, informed by the synthesis of benefits, challenges, and emerging trends, to shape the future of education in developing countries.