TECHNICAL SPECIFICATIONS FOR THE DEVELOPMENT OF DOCTORSAAM: AN INSTRUCTIONAL FRAMEWORK FOR FIRST AID IN 9TH GRADE HUMAN BIOLOGY

Forfattere

  • Sand Jourdain Jeduthun Master’s Degree Student, University of Yaounde I, Yaounde, Cameroon
  • Youmba Agape Love Master’s Degree Student, University of Yaounde I, Yaounde, Cameroon

DOI:

https://doi.org/10.46827/ejoe.v10i4.6504

Nøgleord:

DOCTORSAAM, technical specifications, ADDIE model, human biology, ICT integration

Resumé

Due to the world’s gradual dependency on Information and Communication Technologies (ICTs) and the Cameroonian educational system's goal of digital integration, there is a clear need to train citizens for a globalized world. In Human Biology (SVTEEHB), an experimental discipline requiring simulations and visual aids, there is an increasing need for localized ICT resources. The goal of this project is to develop a comprehensive technical specification document for DOCTORSAAM (Docteur en secourisme et accidents de l’appareil moteur), a tool designed to assist learners with first aid practices for motor system injuries. To fulfill these objectives, we followed the phases of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). We began with a survey and data collection to detect pupils' specific needs, which were then translated into functional requirements. Following the elaboration of these specifications, the DOCTORSAAM tutorial was developed and tested on a sample of 25 pupils across four colleges in Yaoundé. Results convincingly affirm that DOCTORSAAM is an effective solution for ICT integration, with 80% of the lesson’s objectives fulfilled. Conclusively, the Cameroonian educational system can rely on these specifications to provide a teaching aid that facilitates the social and academic integration of young citizens.

Forfatterbiografier

  • Sand Jourdain Jeduthun, Master’s Degree Student, University of Yaounde I, Yaounde, Cameroon

    Sand Jourdain Jeduthun is an educator, techno-pedagogue, and researcher specializing in the integration of information systems within educational frameworks. His professional scope extends into the study of modern parenting, exploring the intersection of family dynamics, technology, and child development. With a diverse academic foundation that includes a Master’s degree in Educational Sciences, a professional teaching diploma in ICT, and a full undergraduate cycle in Mathematical Economics, he analyzes educational challenges through a unique lens that blends pedagogical, technical, and socio-economic perspectives. His international teaching experience across primary and secondary levels in Cameroon, Russia, and American-curriculum schools informs his practical approach to curriculum development and technology-enhanced learning. His research and publications focus on education management information systems, digital learning tools, and the analysis of student engagement through digital traces. He is currently advancing his work in educational technology and preparing for further doctoral research.

  • Youmba Agape Love, Master’s Degree Student, University of Yaounde I, Yaounde, Cameroon

    Youmba Agape Love is a researcher and petroleum engineer whose work bridges the energy sector and interdisciplinary academic studies. Her professional expertise is rooted in petroleum engineering, with a specialized thesis project on the challenges, technologies, and legislation surrounding offshore completion. Her research scope actively explores the transition to renewable energies, examining the technical and policy frameworks required for sustainable energy systems. As a scholarly collaborator, her co-authored publications in international journals explore themes at the intersection of education, governance, and technology. This dual focus allows her to contribute a valuable, systems-engineering perspective to discussions on institutional effectiveness, educational governance, and sustainable development.

Referencer

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Chekour, M., Laafou, M., & Janati-Idrissi, R. (2015). L’impact des logiciels de simulation sur l’apprentissage des sciences. Revue Africaine de Technologie Éducative, 12(2), 34–50. Retrieved from https://theses.hal.science/tel-03274905v1/file/72978_DEMBA_2020_archivage.pdf

Karsenti, T., Collin, S., & Harper-Merrett, T. (2011). Intégration pédagogique des TIC en Afrique : Bilan et perspectives. Revue Canadienne de l’Apprentissage et de la Technologie, 37(1). Retrieved from https://idl-bnc-idrc.dspacedirect.org/server/api/core/bitstreams/8f290c29-3489-41a3-9b2e-c95f8bee8280/content

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b) Theses & Dissertations

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c) Online Sources

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e) Conference Proceedings

Zhang, J., Yang, J., Chang, M., & Chang, T. (2016). Best practices of ICT in K–12 education. In Proceedings of the International Conference on Educational Technology (pp. 1–17). Springer. https://doi.org/10.1007/978-981-10-0373-8_1

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Publiceret

2026-01-24

Nummer

Årg. 10 Nr. 4 (2025)

Sektion

Articles

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