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Over the years, Ghana's successive administrations have pursued several educational reforms in an effort to enhance academic standards. Ghana's government is one of the most generous in Africa when it comes to education spending. Ghana allocated 8.14 percent, 7.92 percent, 6.10 percent, and 6.16 percent of gross domestic product (GDP) to education in 2011, 2012, 2013, and 2014, respectively (World Bank, 2018). These GDP data clearly show the emphasis that the Ghanaian government focuses on education. Despite this investment in education, there is a national outcry about the continual fall in the degree and caliber of students that colleges produce.
Poor infrastructure and logistics, according to the head of the National Association of Graduate Teachers (NAGRAT), are to blame for the country's declining educational standards (Aryeh, 2015). Quality education can only be ensured when there are quality tools, teachers, and atmosphere, according to NAGRAT's president, but this has not been the case because most schools in the country lack the necessary teaching and learning materials (Aryeh, 2015). Despite increased investment in information and communication technology (ICT) usage in Ghanaian higher education, there is insufficient evidence to link ICT usage to improved educational outcomes (Wilson et al., 2014). As a result, a positive attitude toward ICT use in Ghanaian higher education is critical.
Ergonomics is the study of factors that influence people's productivity at work; the learning environment can be considered a workplace and students to employees (MacKeracher, 2004). Job design, work environment elements such as body posture, working chair, lecture hall design, humidity, noise, lighting and learning hours are all ergonomic factors. The consequences of not employing ergonomics, or applying the wrong ergonomics technique, include health issues (HTH) that can increase the risk of disease and injury, as well as students’ dissatisfaction and pain (Corlett et al., 1995). A good match between the learning environment and the characteristics of the students, on the other hand, contributes to worker satisfaction (SAT).
It is vital that when students use computers to learn, the instructor is aware of the ergonomic concerns that will provide a safe and healthy learning environment (Mentz, 2013). Educational goals cannot be met in a dangerous atmosphere with teaching and learning facilities that endanger the users' health (Uche & Fanny, 2015). According to Schmid et al. (2009), the impact of technology is uneven. While it is generally thought to be a beneficial supplement to students' learning experiences, it has been discovered to have no effect in rare instances. As a result, introducing technology into teaching and learning does not necessarily guarantee or improve student achievement. Schmid et al. (2009) concur that using tools and strategy is useful in some cases but ineffective in others. Improved classroom climates and collaborative cultures, for example, could be viable solutions for reducing negative effects (Yang et al., 2013).