The use of Web 2.0 technologies in the field of learning is on the rise, yet there have been a limited number of studies of the impact of Web 2.0 technologies on learning. By their nature, Web 2.0 technologies increase the interactivity between users. Interactivity is considered to be a key to success in traditional classrooms. The purpose of this thesis is to determine whether the interactivity of Web 2.0 technologies has an impact on the learning experience of students. The thesis investigated the use of Web Polls to provide interactivity inside the classroom and the use of Twitter to provide interactivity outside the classroom. Four studies were conducted, two involving Web Polls and two involving Twitter. Mixtures of methods such as qualitative and quantitative approaches were employed in the studies in order to triangulate the data, and the data from participants were collected via questionnaires and interviews. The primary purpose of employing triangulation techniques is to have more explanation and more understanding of the student behaviour from different points of view. The responses to the four studies revealed that the use of interactivity of Web 2.0 technologies were more positive than neutral about the learning experience of students. Across these field studies, the interactivity inside the classroom had a greater effect on the learning experience of students. Overall, the research revealed that the perception of using interactivity of Web 2.0 technologies inside and outside the classroom was more positive than neutral about the credibility of the instructor, the engagement, the communication by students, and the motivation of students, and results in a positive attitude to the use of Web 2.0 for learning. The thesis suggests that the adoption of interactivity of Web 2.0 technologies has the potential to support learning in higher education.

While the education sector keeps embracing and propagating AI-chatbot integration and usage in their pedagogical practices. This study aimed at investigating the impact of AI-chatbots on the knowledge construction process and critical reasoning of university students, using a mixed method approach to sample the University of Nigeria Nsukka (UNN) students’ performances and teachers’ observation. The purpose is to Investigate the extent of the impacts of AI-chatbots usage on the knowledge construction and critical reasoning abilities and to provide some proven approaches to engaging educational AI-chatbot in a manner that does not hamper the natural knowledge construction process according to constructivism theoretical paradigm. Three research questions were poised to harvest the teachers’ observations, which were matched against the principles and assumptions of constructivism learning theory and the result showed that AI-chatbot usage has some positive impact on the students’ knowledge construction and critical reasoning abilities which include learning efficiency enhancement, gendering plethora of perspectives and furnishing the students cognitively. Paradoxically, it also makes the students boycott knowledge construction process, leading to a dearth of experience, irrationality, passive learning, groupthink, academic dishonesty, and a diminished propensity for critical thinking. Recommendations were drawn from the success stories of the teachers which are to orient the students properly on the ethical usage of AI-chatbots, while integrating critical thinking education and praxis approaches in their pedagogical practice.