Henrik Hansson – Department of Computer & Systems Sciences, Stockholm University, Sweden.
henrik.hansson@dsv.su.se

Abstract: The increasing prevalence of deepfake videos poses significant threats to information integrity, political stability, and public trust. This study presents a dual-faceted approach: (1) developing a machine learning model for detecting deepfake videos using visual features extracted from benchmark datasets, and (2) conducting a trend analysis of deepfake content dissemination on social media platforms such as YouTube and Twitter (now known as X). Conducted using the FaceForensics++ dataset and metadata from over 2,000 social media posts collected between 2018 and 2024, this study used a fine-tuned Xception model and natural language techniques. Key findings indicate a post-2020 surge in politically motivated deepfakes and platform-specific propagation patterns. It is recommended that stakeholders implement real-time detection and awareness tools to mitigate social impact.

Received December 3, 2019; Reviewed April 3, 2020; Accepted April 6, 2020

Abstract: Technology integration in education is the expected bedrock of education in the 21stCentury. It plays an important role in digitalizing education. The bulk of teachers in Zimbabwe expected to implement integration were trained for 20thCentury education, thus they grapple with alternatives on the internet with limited skills. This study is a Content Analysis carried out to find out tangible ways of integration in the English Language classroom through a software, Moodle, which other parts of the world have adopted. The study dealt with three distinct regions purposively selected, the United States of America,Asia and southern Africa. Data on the use of Moodle in these regions from 2010 onwards was collected. The study employed the five-step qualitative data treatment namely i) collecting related data ii) organizing data for analysis ii) data coding iv) emerging themes and patterns and v) data interpretation. Findings indicated that in all the regions studied, Moodle has been widely adopted by teachers of English Language as a software of choice for integration. Teachers commend Moodle as a free, easy to install, user friendly and ideal for non-programmers. Recommendations are that public schools in Zimbabwe should adopt a Bring Your Own Device policy for integration in the classroom at a wider scale as most schools have limited purchase power for digital tools, encouraging all schools to have websites and servers for easy adoption of LMS, teachers of English Language to take on board Moodle to enable technology integration for daily classroom activities.

ABSTRACT: This comprehensive study intended to find out the practical ways that can be used to curb examination malpractices in African countries using Content Analysis technique. The researchers divided Africa into three distinctive regions, namely: South and Central, North and West as well as East Africa; then they collected examination malpractice data that dates back to 2010 from the internet. This Corpus based descriptive research employed a five-step qualitative data treatment process starting with (a) collection of related data (b) data thinning (c) data coding (d) identifying patterns and themes, and (e) data interpretation. Findings showed that examination malpractices are variegated: there are official perpetuated malpractices such as examination leakages; illegal assisting candidates, poor invigilation and fabricated student course work. It also goes to students’ acts like, taking foreign assisting materials into the examination room; using programmable calculators; body writing; impersonation and stealing of examination question papers before the set date. Students’ anxiety, undisciplined and uncommitted students, poor examination related facilities (for instance, transport, security, committed workers, and supportive government) and lack of enforcing examination laws cause examination malpractices.