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All Journal JOURNAL OF APPLIED INFORMATICS AND COMPUTING Journal of Informatics and Vocational Education
Ayu Permata Sari
Indonesia University of Education
Computer Science & IT Education Social Sciences

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Instructors’ Acceptance of Roblox Studio for Informatics Education: An Extended TAM with Perceived Risk Ayu Permata Sari; Rizki Hikmawan
Journal of Informatics and Vocational Education Vol. 9 No. 2 (2026): Journal of Informatics and Vocational Education - July
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v9i2.3349

Abstract

The increasing integration of immersive digital platforms in education has created new opportunities for game-based learning; however, tutors’ acceptance of game development platforms remains insufficiently explored in empirical research. This study investigates the factors influencing tutors’ intention to adopt Roblox Studio as a learning platform in informatics education by applying an Extended Technology Acceptance Model (TAM) integrated with perceived risk. Data were collected from 125 informatics tutors in Indonesia using a structured questionnaire and analyzed using Covariance-Based Structural Equation Modeling (CB-SEM) with a Robust Maximum Likelihood estimator. The results indicate that the proposed model explains 84.3% of the variance in behavioral intention to use Roblox Studio. Perceived Ease of Use significantly influences Perceived Usefulness, while Attitude Toward Using emerges as the strongest predictor of tutors’ adoption intention. Interestingly, Perceived Ease of Use and Perceived Usefulness do not significantly affect tutors’ attitudes, suggesting that pedagogical considerations may play a more dominant role than purely technical factors in technology adoption decisions. Furthermore, perceived risk does not significantly reduce adoption intention, indicating that tutors tend to prioritize the pedagogical benefits of immersive platforms over potential technological concerns. This study contributes to the literature by extending the Technology Acceptance Model within the context of game-development platforms and providing empirical insights into tutor perspectives in game-based learning adoption. The findings offer practical implications for educators and institutions seeking to integrate immersive digital platforms into informatics education.
Reducing Cognitive Load in Micro-School Systems through Frugal Interaction Design Muhamad Akda Fathul Barri; Ayu Permata Sari; Suprih Widodo
Journal of Applied Informatics and Computing Vol. 10 No. 3 (2026): June 2026
Publisher : Politeknik Negeri Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30871/jaic.v10i3.12705

Abstract

The rapid digitalization of education marginalizes peri-urban micro-schools, forcing them to adopt complex digital administration tools to maintain institutional legitimacy. However, conventional management systems impose excessive cognitive load on non-technical school stakeholders, leading to low adoption and persistent digital enclaves. This study aims to reduce the extraneous cognitive load of these stakeholders by designing and evaluating a serverless school administration portal based on frugal computing principles. A Targeted Participatory Action Research approach was employed with four core decision-makers at an Islamic micro-school, integrating a web interface directly with habitual messaging applications. Usability was evaluated using task completion metrics and heuristic assessments. The intervention resulted in a complete independent success rate for low-complexity tasks. Furthermore, administrative task completion times decreased dramatically from an average of forty-five seconds to fifteen seconds, with users praising the seamless integration into their daily communication routines. These findings suggest that frugal interaction design and cognitive offloading can effectively bridge the digital divide, providing a sustainable and highly usable administrative model for resource-constrained educational institutions.
Co-Authors Muhamad Akda Fathul Barri Rizki Hikmawan Suprih Widodo, Suprih