| dc.description.abstract | This research aims to address the challenges and opportunities of integrating
Information and Communication Technologies (ICTs) into education, particularly within
Education for Development (EDU4D) in developing countries, with a specific focus on West
Africa. By developing design knowledge of digital educational libraries within the context of
EDU4D and the unique challenges of West Africa, this study aims to enhance the learning
outcomes and experiences of students in underprivileged communities. Through providing a
comprehensive overview of the contextual landscape, which includes the quality of education,
limitations in ICT implementation, and the impact of innovative technologies, the research aims
to formulate design principles tailored to the specific needs of digital and physical library
implementations in West African. By developing design knowledge tailored to this specific
context, the ultimate goal is to contribute to the enhancement of career opportunities for young
Africans and catalyze economic growth in West African regions by leveraging ICT across all
aspects of education.
Approach – This research utilizes the Design Science Research (DSR)
approach by following the three DSR cycles, including problem statement, design, and
validation. The basis of the digital library design in a West African context is formed through
deriving User Stories from user, expert, and researcher input. These User Stories are formed
through various sources. Subsequently, design requirements and principles are developed and
validated through scientific literature and expert interviews. The research phases follow the
design cycle of Wieringa by encompassing the problem investigation, treatment design,
implementation, validation, and evaluation. A Systematic Literature Review (SLR) was
performed to inform the design process, which is strengthened by the results of the case study
research in Ghana in collaboration with the NGO Maxim Nyansa Foundation. The Community
Needs Tech Assessment (CNTA) validates the design requirements, involving user and expert
interviews. The study utilizes evidence-based software engineering (EBSE) principles, the SLR
and interviews to inform the design process. The multiple-case study employs a qualitative and
quantitative data collection strategies to ensure validity and reliability for the design process of
digital educational libraries in a West African context.
Findings – This research developed design principles for digital libraries in the educational
domain within the context of West Africa, with a specific focus on Ghana, by addressing six subresearch questions. It investigated the educational landscape in Ghana and West Africa, by
involving the factors of availability, accessibility, acceptability, and adaptability. The study
explored the potential of various innovative technologies, such as cloud computing, AI,
gamification, and mobile learning, to enhance the usability and knowledge building of
educational resources, particularly in regions with limited internet connectivity. The research
identified the components of a digital library with features like content management, user
management, workflow management, and the publication process to ensure the quality and
usability of educational resources. Through requirements engineering, the research identified 55
User Stories and 36 design requirements, categorized into functional and non-functional
requirements. Subsequently, the requirements are translated into 11 design principles and 5 local
design principles. Subsequently, the design principles are validated by cross-referencing with
three scientific papers and four expert interviews. Overall, the research provided a structured
framework for designing digital educational libraries in West Africa, aiming to enhance
accessibility, usability and knowledge building. | |
