Purpose -This study aims to show the relevance of augmented reality (AR) in mobile learning for the 21st century. With AR, any real-world environment can be augmented by providing users with accurate digital overlays. AR is a promising technology that has the potential to encourage learners to explore learning materials from a totally new perspective. Besides, the advancements made in information technology further broaden the scope for educational AR applications. Furthermore, the proliferation of wireless mobile devices such as smartphones and tablets is also introducing AR into the mobile domain. Design/methodology/approach -This discussion paper gives an insight of the different potential fields of application of AR and eventually proposes an AR application that will give a completely different learning experience for learners. This AR mobile application will not only provide learners with supplementary information but will also assist lecturers in their teaching process. There are certain concepts in computer science at the tertiary level that are at times difficult for learners to understand using the traditional classroom approach. Through this AR application developed, the learners are able to see what is happening and experience a different form of learning where the focus is more on "learning by doing" and on the ability of visualizing the complete set of steps involved for a particular operation. Finally what is proposed is a generic framework/process for the development of AR applications for learning purposes. Findings -The AR application developed and tested has proved to be helpful in understanding complex concepts of computer science that average students have much difficulty in understanding. Through AR, learning has been brought to a new dimension where the students can easily visualize what is happening and easily understand complex concepts. This low-cost system that has been proposed can track and detect both markerless and marker-based images. A number of experiments have also been carried out to determine a set of best practices for the development and use of such AR applications. Originality/value -Learners have been able to have a more interactive and enriching learning experience through two-dimensional and three-dimensional digital augmentations. The AR mobile application has been enhancing the cognitive skills of learners through enabling them to scan images from printed materials with their smartphones. Then, informative digital augmentation has been overlaid in real time on the mobile screen with the image preview still in the background.

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Blockchain is slowly but surely changing the world. Cryptocurrencies are having a profound effect on the economic landscape. With the advent of COVID‐19, the education sector, just like other sectors, need a complete reinvention or redesign to continue producing graduates that would be able to effectively contribute to an ever‐changing world. Very often, the administrative burden of managing the award of academic qualifications is ignored. With a globalised world and given the actual context of COVID‐19, education is no longer seen as being carried out within the four walls of the classroom. The future of University education lies within the ability to pool resources from different places and to encourage cross‐university collaboration. This can also be seen as the ability to assemble the different building blocks so that the learners are able to acquire the necessary skills and knowledge. This study focuses on the design and implementation of an examination, transcript and certificate system using blockchain. It is meant to provide a completely transparent and effective examination and awards system that can be used to replace the traditional one in place. What has also proposed in this study is a novel light blockchain system composed of a number of modules, which have been built from scratch. With its decentralised approach, the proposed system proved to be very much helpful. Other features, such as security, immutability, availability, and anonymity, of the system are also discussed and yielded highly encouraging results.

Purpose – The purpose of this paper is to propose Knowledge4Scrum, a novel knowledge management tool for agile distributed teams. Agile software development (ASD) refers to a group of software development methodologies based on iterative development, where requirements and solutions evolve through collaboration between self-organizing cross-functional teams. The two most widely used methodologies based on the agile philosophy are scrum and extreme programming. Whichever methodology is considered, agile teams usually consist of few members and are collocated under the same roof. However, nowadays, agile practices for distributed development are gaining much momentum. The main reasons behind such practice are cheaper skilled labour, minimizing production cost, reducing time to market and increasing the quality and performance of projects. Along with the benefits obtained through globally distributed development, there are, however, many difficulties faced by various organisations. These problems are caused mostly due to distance, time and cultural differences. To meet up with the level of complexity of projects, ASD also has to keep up with many challenges, especially in cases of distributed teams. Four major challenges have been identified. First, the introduction of global software development entails a number of difficulties, especially related to knowledge sharing. For instance, lack of transparency is frequently observed within such teams, whereby a team member is totally unaware of the activities of his/her colleagues. Second, the unavailability of team members due to time zone differences adds up to the list of problems confronted by distributed teams. Third, there can be misunderstanding amongst the team member due to communication problems, especially in cases where the mother language of the team members is different. Fourth, a common issue faced by distributed teams is the loss of knowledge when an employee resigns from his/her post. Design/methodology/approach – Based on the main problems outlined above, what has been proposed is Knowledge4Scrum, a novel knowledge management tool for agile distributed teams. Knowledge4Scrum will act as a global repository for knowledge sharing in Scrum distributed teams with the possibility of creating new knowledge through data mining techniques. Valid past projects data have been collected to train and test the data mining models. The research also investigates the suitability of knowledge management in Scrum distributed teams to address the various challenges addressed above. Findings – Knowledge4Scrum supports the four knowledge management processes, namely, knowledge creation/acquisition, knowledge storage, knowledge dissemination and knowledge application. It has been found that the aforementioned tool satisfactorily addressed issues of distance, time and cultural differences that crop-up in distributed development teams. Data mining has been the main aspect for the knowledge creation and application processes, whereby new knowledge has been determined by examining and extracting patterns from existing data found in the repository. Originality/value – A major feature of the Knowledge4Scrum tool lies in the knowledge creation and application section, where a number of data mining techniques have been utilised to identify trends and patterns in past data collected. When compared to the COnstructive COst MOdel to estimate project duration, Knowledge4Scrum gives more than satisfactory results. Such functionalities will actually help managers for future project planning and in decision-making.

Nowadays, we are living in a world where information is readily available and being able to provide the learner with the best suited situations and environment for his/her learning experiences is of utmost importance. In most learning environments, information is basically available in the form of written text. According to the eyetracking technology, eye movements, scanning patterns and pupil diameter are indicators of thought and mental processing involved during visual information extraction. Hence, learners can be supported and guided throughout their learning journey by the real-time information of the precise position of gaze and of pupil diameter. A proper interpretation and consequently an efficient monitoring or supervision of learners' eye movements by different methods of eye tracking may lead to an enhanced learning process and experience. This research gives an insight of the various existing techniques that contribute to the improvement of the learning mechanism through proposing a real time monitoring system using image processing and eye detection techniques. To portray such a robust mechanism, a multipronged eye tracking approach has been envisioned. The system is deployed with a first identification of the user's eyes followed by the detection of the iris and pupil movements of the latter. Subsequently, the information about the eyes and pupil movements were analysed and graphs were generated that helps in determining the interest and behaviour of the user. To evaluate the accuracy of the system, some user tests and various scenarios in different application domains have been performed by computing the tracking error rate and as a result it has been noticed that these tests yield to an acceptable efficiency rate and a True Acceptance Rate (TAR) of around 75 %. Moreover, the proposed system is a low cost system and can be compatible with any computer or laptop equipped with an ordinary web camera.

PurposeThe University of Mauritius (UoM) established as a traditional face-to-face university has been engaged in distance education since 1993 and in e-learning since 2001 to establish itself as a dual-mode institution. In a context where it has engaged itself to promote its internationalization of online courses and a digital learning transformation process, there is a need to assess and evaluate its current e-learning capability to identify areas of good practices and opportunities for improvement to ensure a high quality of e-learning provisions. The paper reports the results of an assessment of the e-learning capability and the related quality assurance processes of the University of the Mauritius using the e-learning Maturity Model (eMM). Quality assurance in higher education is still a key issue, especially with the ever-growing influence of technology and the disruption that the Internet has caused with respect to e-learning and distance education provisions. No university in Mauritius has ever engaged in such an assessment of their e-learning capabilities.Design/methodology/approachThe EMM and the Open Learning Consortium Quality Scorecard Suite were found to be the most complete models in terms of available documentation and description of how to carry out the evaluation with respect to each process area as compared to the other models described in the literature review section. The EMM was, however, chosen as the model to be used for the UoM, given that there already exists a body of knowledge about its applications in different universities that operate in similar contexts. The researcher is at the heart of the process in the role of an ‘eLearning quality auditor’. Therefore, the research used mainly desk studies, and analysis of annual reports as well as a consultative approach with key stakeholders based on a consensus model to reach a rating for each element in the EMMv2.3 instrument. The rating is based on evidence that is available and verifiable through desk research and documentation.FindingsWe found out that the main strengths of the university were in the learning process areas mainly because of the need to follow existing quality assurance procedures in place at different phases of a course of life cycle, irrespective of the course modality. On the other hand, across all process areas, the university fared well in the delivery dimension, and this finding is consistent with other universities that were assessed using the EMM. However, it was found that the EMM in current form was more adapted for the assessment of universities operating fully as open or virtual universities rather than those operating as dual-mode institutions or as traditional universities promoting technology-enabled learning. The weakest link was the optimization dimension across all process areas, and the process area that needs more attention for improvement was the evaluation process area. Overall, the university can reasonably be pitched at level two (Repeatable) of the capability maturity model scale used for information systems maturity assessment, but operating towards level three (Defined).Originality/valueThe work presented here has never been carried out for any university in Mauritius, and there have been no reported evaluations or applications within the African region. It allows the university to benchmark and compare its standing with respect to other universities operating as dual-mode institutions and as a reference for other universities in Mauritius as well.

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