Geospatial data and artificial intelligence technologies as innovative communication tools for quality education and lifelong learning

Abstract

The uniqueness of open and distance learning (ODL) lies in its wide reach to a large audience simultaneously in different locations. No better system than geospatial data and artificial intelligence technologies (GDAITs) can achieve this. Globally, the current trend is to use GDAITs to improve the quality of life and productivity. Education is important for any country’s economy as it enhances the overall life expectancy. Application of GDAITs in educational sector, through broadcast digitization, publishing technologies will record greater achievements in the standard of learning and the literacy of populations. At certain ages in life, people develop apathy towards learning, thus, they are cut off from additional education that could provide them with lifelong learning. With GDAITs, they can be reached with quality education anywhere. Students have constraints of time, space, and finance, for acquisition of study materials. GDAITs are able to create and deploy seamless applications which can collapse these constraints and improve the learning curves of learners. This study investigates the exposure of youths to GDAITs and the influence on their learning patterns. Gerbner’s cultivation theory serves as the theoretical framework. A survey of 200 undergraduate Nigerian students was conducted, using random sampling technique. Findings show that Nigerian youths are highly exposed to GDAITs. THw paper concludes that GDAITs contribute positively and negatively to development in diverse human activities. However, it is highly effective in fostering communication education and research in Nigeria. It recommended that information and communication technology should be taught at all levels of education, so that Nigerians can develop critical minds to distinguish what GDAITs can and cannot do. Media houses should continue to establish platforms to check fake news emanating from social media. Also, attention needs to be focused on media content to ensure that there are enough programmes that would enhance communication education in Nigeria, without fake news parasitism.
 Keywords: GDAITs, Communication education, Learning processes, Social media, Digitization