Multimodal Digital Semiotics and Artificial Intelligence in Technology-Enhanced Teacher Education: Implications for Meaning-Making, Communication, and Educational Management among Undergraduates in Oyo State Universities

Fatimah Adewumi Ayankojo; Omobolaji Ganiyu Aimasiko; Elizabeth Olajumoke Oyediran

doi:10.58709/niujed.v12i1.2387

Fatimah Adewumi Ayankojo Emmanuel Alayande University of Education, Oyo, Nigeria
Omobolaji Ganiyu Aimasiko Emmanuel Alayande University of Education, Oyo, Nigeria
Elizabeth Olajumoke Oyediran Emmanuel Alayande University of Education, Oyo, Nigeria

DOI: https://doi.org/10.58709/niujed.v12i1.2387

Abstract

The rapid convergence of multimodal digital environments and Artificial Intelligence (AI) technologies is reshaping teacher education globally. This study examines how multimodal digital semiotics and AI-driven tools influence meaning-making processes, communication patterns, and educational management practices among undergraduate teacher trainees in universities in Oyo State, Nigeria. The study adopted the survey research design of the correlational type. Simple random sampling was used to select 150 200 Level students of Educational Management of Faculty of Education from University of Ibadan and Lead City University. In all, a total of 150 students of Educational Management participated in the study. Two research instruments were used for data collection. They are Students’ Perception of AI-Enhanced Multimodal Digital Platforms, Questionnaire (r=.78) Questionnaire on Students’ Attitude to AI-Enhanced Multimodal Digital Platforms, Questionnaire (r=.76). Data collected were analysed using descriptive statistics of percentage, mean, standard deviation and inferential statistics of t-test was used to test the hypotheses at 0.05 level of significance. Findings of the study revealed a weighted mean of 2.67 which is greater than the threshold set at 2.50. Also, the result indicated a weighted mean of 2.56 which is greater than the threshold set at 2.50. The result indicates that there was no significant difference between male and female undergraduates’ perception about AI-enhanced multimodal digital platforms (t = -.411; df=148; p>0.05). It showed that there was no significant difference between male and female undergraduates’ attitude to AI-enhanced multimodal digital platforms (t = .414; df=148; p>0.05). Based on the findings of this study, it was recommended that universities should make significant investments in strong digital infrastructure and consistently update AI-enhanced multimodal platforms. Also, to improve pedagogical competency in the use of AI-driven learning technologies and digital literacy, regular training sessions and workshops should be planned.

Keywords: Multimodal digital semiotics, Artificial Intelligence, teacher education, meaning-making, educational management, technology-enhanced learning, Nigeria