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p-Index From 2021 - 2026
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This Author published in this journals
All Journal JOURNAL OF APPLIED INFORMATICS AND COMPUTING Journal of Information Systems and Informatics
Beauty Mugoniwa
University of South Africa
Computer Science & IT

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Embracing Augmented Reality and Virtual Reality in South African Basic Education: A Systematic Literature Review Beauty Mugoniwa
Journal of Information System and Informatics Vol 8 No 3 (2026): June
Publisher : Asosiasi Doktor Sistem Informasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63158/journalisi.v8i3.1590

Abstract

This study reviews the integration of augmented reality (AR) and virtual reality (VR) in South African basic education. To investigate how immersive technologies are applied in teaching and learning, focusing on learner outcomes, teacher preparedness and systemic enabling conditions. The systematic literature review (SLR) was guided by Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) and Systematic Procedures and Rationales for Systematic Literature Reviews (SPAR-4-SLR) frameworks and analysed 22 studies from journal articles, conference papers and theses published between 2018 and 30 September 2025. AR and VR adoption remains uneven and largely experimental, with implementation concentrated in urban and better-resourced facilities, particularly within STEM-related subjects. Browser-based simulations, low-cost virtual laboratories and mobile applications were the most frequently reported technologies, while fully immersive VR deployments were limited due to the financial and infrastructural constraints. Also, immersive technologies can improve experiential learning, conceptual understanding and learner engagement. Adoption is constrained by policy limitations, inadequate infrastructure, unequal access between rural and urban schools and insufficient teacher training. Synthesising fragments evidence and interpreting adoption patterns through the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT) and Theory of Planned Behavior (TPB). There is a need for context-sensitive implementation strategies, infrastructural investment and improved teacher development to support AR/VR integration.
Exploring Basic Programming Education in Primary Schools as a Foundation for Introducing Artificial Intelligence, Augmented Reality and Virtual Reality Technologies Beauty Mugoniwa; Mampilo Phahlane; Charles Mbohwa
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.v10i3.12712

Abstract

As emerging technologies such as artificial intelligence (AI), augmented reality (AR), virtual reality (VR) become increasingly integrated into educational context, primary school children need to be equipped with basic programming principles so that they can then be engaged in more advanced applications. The study guided by Pedagogical Content Knowledge (PCK) and a conceptual framework, conducted an SLR to investigate the basic programming courses designed for primary school children. The aim of the study is to evaluate how these basic principles support cognitive development and technological readiness in relation to AI/AR/VR education and its applications. Article search was conducted in Scopus, ERIC, IEEE Xplore, ACM digital library for peer reviewed articles and Google Scholar for more supporting literature published between 2018 to 2025. The combination of SPAR-4-SLR and PRISMA methods was employed to ensure rigor in article selection, screening and compilation of findings. In addition, thematic synthesis was used to analyse the findings. The study analysed the gap between programming and demands of 4IR technologies and applications. We uncovered that although there is limited literature on programming in primary schools in South Africa (S.A), the few studies that we came across are coming up with many ways of introducing programming to students, plugged and unplugged. These are being administered as game-based, teacher instruction-based, collaboration and /or individual teaching methods. And this is gradually adding to the computational thinking and basic programming skills need by students to be able to tackle the development of AI/AR/VR tools and applications.
Adaptive AI Tutors in African Classrooms: A Systematic Literature Review on Personalised Learning Beauty Mugoniwa
Journal of Applied Informatics and Computing Vol. 10 No. 4 (2026): August 2026
Publisher : Politeknik Negeri Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30871/jaic.v10i4.13588

Abstract

Artificial intelligence (AI) tutors are gaining traction in African education to facilitate personalised learning, feedback, evaluation, and educational access. However, the evidence available is dispersed in terms of country, level of education, technology and context of implementation. This systematic literature review aimed to aggregate evidence regarding types, educational impacts, implementation conditions and sustainability of adaptive AI tutors and personalised learning systems in African education in the period 2019- March 2026. The review was designed to combine the Scientific Procedures and Rationales for Systematic Literature Reviews with the PRISMA 2020 reporting guidelines. A total of 312 records were found in the databases searched, 54 of which were duplicates, 258 were screened, and 26 studies were included in the final analysis. The accompanying research studies included secondary, primary, basic, vocational, teacher, engineering, and higher education settings, and focused on the use of intelligent tutoring systems, adaptive learning platforms, mobile AI tutors, educational robotics, generative AI, predictive analytics, and AI-supported assessment. Overall, the evidence suggested gains for learner engagement, personalised pacing, formative feedback, academic outcomes, and teaching efficiency, but the extent and ability to generalise findings across studies were highly variable. The need for greater connectivity, a reliable electricity supply, devices, teacher preparation, funding, data privacy concerns, algorithmic bias, and cultural and linguistic localisation were recurrent barriers to implementation. The review shows that the interaction of adaptive technological functions, active participation of the learner, the facilitation of the teacher and the enabling institutional conditions pave the way for the emergence of educational results based on Programmed Logic for Automatic Teaching Operations and Constructivist Learning Theory. This study brings an Africa-centred Science and Technology framework depicting the mobile compatibility, contextual localisation, ethical regulation and human-in-the-loop model as the most likely features of adaptive AI tutors that will support equitable learning.
Co-Authors Charles Mbohwa Mampilo Phahlane