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All Journal Journal of Information Systems and Informatics
Masimba, Fine
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Computer Science & IT

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Advancing Inclusive Educational VR: A Bibliometric Study of Interface Design Maguraushe, Kudakwashe; Masimba, Fine; Chimbo, Bester
Journal of Information System and Informatics Vol 7 No 3 (2025): September
Publisher : Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51519/journalisi.v7i3.1271

Abstract

While virtual reality (VR) has shown transformative potential in education, its accessibility and inclusivity for learners with disabilities remain insufficiently explored. This study offers the first bibliometric mapping of educational VR interface design for inclusivity, analysing 4,735 documents from 1,714 sources (2020-2025) using Biblioshiny and VOSviewer. The analysis reveals a 13.22% annual publication growth rate, an average of 10 citations per document, and an international co-authorship rate of 25.85%, reflecting both rapid expansion and increasing collaboration. Dominant research themes include user experience, usability, and the metaverse, while underexplored areas such as cognitive accessibility and neurodiverse learners highlight emerging opportunities. The findings demonstrate a concentration of scholarly activity in North America and Asia, with limited representation from the Global South. Practically, the study informs developers on designing adaptive interfaces, guides educators in implementing inclusive VR pedagogies, and provides policymakers with evidence for promoting equitable digital learning ecosystems. By identifying trends, gaps, and collaboration patterns, this research advances the discourse on inclusive educational VR and underscores the need for interdisciplinary, AI-driven accessibility strategies that ensure equitable participation for all learners.
Integrating Human-Centered AI into the Technology Acceptance Model: Understanding AI-Chatbot Adoption in Higher Education Masimba, Fine; Maguraushe, Kudakwashe; Chimbo, Bester
Journal of Information System and Informatics Vol 7 No 4 (2025): December
Publisher : Asosiasi Doktor Sistem Informasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63158/journalisi.v7i4.1316

Abstract

Artificial intelligence (AI) is transforming education by enhancing assessments, personalizing learning, and improving administrative efficiency. However, the adoption of AI-powered chatbots in higher education remains limited, primarily due to concerns about trust, transparency, explainability, perceived control, and alignment with human values. While the Technology Acceptance Model (TAM) is commonly used to explain technology adoption, it does not fully address the challenges posed by AI systems, which require human-centered safeguards. To address this gap, this study extends TAM by incorporating Human-Centered AI (HCAI) principles—explainability, transparency, trust, and perceived control—resulting in the HCAI-TAM framework. An empirical study with 300 respondents was conducted using a structured English questionnaire, and regression analysis was applied to assess the relationships among variables. The model explained 65% (R² = 0.65) of the variance in behavioral intention and 55% (R² = 0.55) in usage behavior. The findings highlight that integrating HCAI principles into TAM enhances user adoption of AI chatbots in higher education, contributing both theoretically and practically.
Co-Authors Chimbo, Bester Maguraushe, Kudakwashe