Olivier Habimana
Biographic Data
| ID | 6910233 |
|---|---|
| NAME | Olivier Habimana |
| GIVEN NAMES | Olivier |
| FAMILY NAME | Habimana |
| SIGNATURE | HABIMANA O |
| AFFILIATIONS | University of Rwanda |
| ORCID | 0000-0001-6611-4762 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Artificial intelligence plant classification complements dichotomous key to enhance student understanding and engagement in plant identification in Rwanda
This study examined the effectiveness of the AI-powered plant classification tool, PlantNet, in enhancing Rwandan secondary school students’ conceptual understanding and engagement in plant classification. Anchored in constructivist learning theory, a sequential explanatory research design was employed involving 149 students (control = 74; experimental = 75) from both rural and urban schools, along with eight biology teachers. Data were collected…
Postgraduate students acceptance of XR/VR in teacher education using mixed methods in a master’s course in Rwanda
This study explores the perceptions and learning experiences of students enrolled in the Master of Educational Technology (MET) programme at the University of Rwanda following a three‐day intensive training on Extended Reality (XR) and Virtual Reality (VR) technologies in the Emerging Technologies in eLearning (MET9144) course. Using a mixed‐methods design, quantitative data were collected through an eight‐item Likert‐scale survey measuring engag…
Teachers’ acceptance of AI-powered applications in teaching and learning mathematics and sciences
The integration of artificial intelligence (AI) in education has accelerated globally, yet limited attention has been given to teachers’ acceptance of AI-powered applications, particularly in developing-country secondary school contexts. This study examines Mathematics and Science secondary school teachers in Rwanda, focusing on their acceptance of AI-powered applications and the contextual factors shaping adoption. A convergent mixed-methods des…
Integrating ICT in Rwandan schools to enhance access proficiency and utilization
This study investigated the integration of Information and Communication Technology (ICT) among in-service secondary school teachers in Rwanda, focusing on gaps in access, proficiency, and utilization. A mixed-methods research design was employed, combining quantitative and qualitative approaches to provide a comprehensive understanding of teachers’ experiences, attitudes, and challenges regarding ICT use in education. Data were collected from 18…
Sexual and gender minority stigma and motivating beliefs among the general public in Rwanda
Most Rwandans sampled have non-discriminatory attitudes, however the acceptance of LGBTQ+ persons and beliefs that being LGBTQ+ is innate remains low. As non-discriminatory beliefs improve so does acceptance of LGBTQ+ and the belief that it is an innate identity. The findings suggest that educational and sensitivity efforts might be worth exploring as they could potentially improve attitudes toward perceptions and acceptance toward LGBTQ+ individ…
Foreign language skills and labour market earnings in Rwanda
This paper investigates the extent to which proficiency in English and French as a form of human capital individually determine earnings in Rwanda’s labour market and whether it still pays to be bilingual. Using data from the nationally representative Labour Force Survey conducted in 2018, our findings show that after controlling for other human capital and demographic factors, proficiency in both languages is positively rewarded. However, econom…
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Foreign language skills and labour market earnings in Rwanda
This paper investigates the extent to which proficiency in English and French as a form of human capital individually determine earnings in Rwanda’s labour market and whether it still pays to be bilingual. Using data from the nationally representative Labour Force Survey conducted in 2018, our findings show that after controlling for other human capital and demographic factors, proficiency in both languages is positively rewarded. However, econom…
Sexual and gender minority stigma and motivating beliefs among the general public in Rwanda
Most Rwandans sampled have non-discriminatory attitudes, however the acceptance of LGBTQ+ persons and beliefs that being LGBTQ+ is innate remains low. As non-discriminatory beliefs improve so does acceptance of LGBTQ+ and the belief that it is an innate identity. The findings suggest that educational and sensitivity efforts might be worth exploring as they could potentially improve attitudes toward perceptions and acceptance toward LGBTQ+ individ…
Artificial intelligence plant classification complements dichotomous key to enhance student understanding and engagement in plant identification in Rwanda
This study examined the effectiveness of the AI-powered plant classification tool, PlantNet, in enhancing Rwandan secondary school students’ conceptual understanding and engagement in plant classification. Anchored in constructivist learning theory, a sequential explanatory research design was employed involving 149 students (control = 74; experimental = 75) from both rural and urban schools, along with eight biology teachers. Data were collected…
Postgraduate students acceptance of XR/VR in teacher education using mixed methods in a master’s course in Rwanda
This study explores the perceptions and learning experiences of students enrolled in the Master of Educational Technology (MET) programme at the University of Rwanda following a three‐day intensive training on Extended Reality (XR) and Virtual Reality (VR) technologies in the Emerging Technologies in eLearning (MET9144) course. Using a mixed‐methods design, quantitative data were collected through an eight‐item Likert‐scale survey measuring engag…
Teachers’ acceptance of AI-powered applications in teaching and learning mathematics and sciences
The integration of artificial intelligence (AI) in education has accelerated globally, yet limited attention has been given to teachers’ acceptance of AI-powered applications, particularly in developing-country secondary school contexts. This study examines Mathematics and Science secondary school teachers in Rwanda, focusing on their acceptance of AI-powered applications and the contextual factors shaping adoption. A convergent mixed-methods des…
Integrating ICT in Rwandan schools to enhance access proficiency and utilization
This study investigated the integration of Information and Communication Technology (ICT) among in-service secondary school teachers in Rwanda, focusing on gaps in access, proficiency, and utilization. A mixed-methods research design was employed, combining quantitative and qualitative approaches to provide a comprehensive understanding of teachers’ experiences, attitudes, and challenges regarding ICT use in education. Data were collected from 18…
Qualitative property (3 works) · Thematic analysis (3 works) · Data collection (2 works) · Descriptive statistics (2 works) · Multimethodology (2 works) · Perception (2 works) · Qualitative research (2 works) · Technology-Enhanced Education Studies (2 works) · Accounting (1 works) · Adolescent Sexual and Reproductive Health (1 works)