Purpose Virtual reality (VR) games are increasingly being explored as tools for physical and mental rehabilitation, yet their cognitive and psychological demands relative to conventional 2D games remain insufficiently understood. In rehabilitation-oriented tasks, factors such as mental workload (MWL), situational awareness (SA) and affect play a critical role in adherence and safety. As an initial, pre-clinical step, this study examines how these demands differ between immersive VR and traditional 2D gameplay.Design/methodology/approach A within-subjects study was conducted with 21 healthy adults who performed game-based tasks of varying difficulty in both VR and 2D environments. MWL, affect and SA were assessed after each condition using self-assessment questionnaires.Findings Compared with the 2D environment, VR resulted in significantly higher overall MWL, effort and physical demand, particularly at the easier task difficulty. VR was also associated with higher negative affect at the easy level; however, negative affect did not further increase at the high level, while positive affect remained stable across difficulty levels.Originality/value The findings offer foundational insight into the cognitive and affective demands associated with immersive VR gameplay prior to clinical application. The results underscore the need to balance workload, task difficulty and emotional intensity in the design of rehabilitation-oriented VR games, especially in scenarios where exercises are inherently challenging and sustained engagement is essential.
Purpose This scoping review maps the extent, range and nature of evidence on how artificial intelligence (AI)–powered assistive technologies support disabled students in higher education, identifying the types of tools in use, the disability groups served, the benefits and barriers reported, and the priority research gaps that emerge from the evidence. Design/methodology/approach Following the PRISMA-ScR framework (Peters et al., 2020), seven academic databases were searched for peer-reviewed studies published between January 2020 and February 2026. Search terms were developed iteratively using Medical Subject Headings, the Education Resources Information Center (ERIC) thesaurus and the ACM Computing Classification System, with pilot searches to confirm recall. From 1,847 initial records, 47 studies met all inclusion criteria after title/abstract and full-text screening. Findings Six AI tool categories are identified and mapped to disability groups and study counts: large language models (n = 14), speech and language processing (n = 11), intelligent tutoring systems (n = 9), computer vision tools (n = 7), adaptive learning platforms (n = 4) and affective/behaviour recognition systems (n = 2). Benefits include personalised support, reduced cognitive load, improved writing and psychosocial gains. Barriers include algorithmic bias, cost-driven digital divides, institutional policy vacuums and exclusion of disabled students from AI design. Seven priority research gaps emerge from the review findings. Research limitations/implications The review is restricted to peer-reviewed, English-language publications, which limits conclusions about research in non-English-speaking contexts and excludes grey literature. The rapidly evolving pace of AI development means some findings may be superseded. These limitations are discussed in a dedicated Limitations section. Practical implications Universities should develop disability-inclusive AI policies that explicitly recognise generative AI as a legitimate form of assistive technology, ensure equitable access regardless of cost and integrate AI tools within universal design for learning frameworks. Social implications AI holds significant potential to narrow the persistent graduation gap between disabled and non-disabled university students. Realising this requires inclusive design, equitable access and genuine participation by disabled students in shaping the technologies that affect them. Originality/value This is the first scoping review in the Journal of Enabling Technologies comprehensively mapping AI-powered assistive technologies for disabled students across all disability categories within higher education. It synthesises the most recent 2024–2026 empirical evidence, presents a PRISMA-ScR flowchart and proposes a structured seven-gap research agenda grounded in the review findings.
Purpose The aim of this article is to analyze the role of Socially Assistive Robotics (SAR) as an enabling technology for the inclusion of students with autism spectrum disorder (ASD) in school settings. The study seeks to bridge the gap between research potential and practical application by evaluating the current methodological landscape, the ecological validity of research designs, and the transferability of these technologies to real classroom contexts. Design/methodology/approach A systematic literature review was conducted in January 2026 using the Scopus and Web of Science databases. A total of 33 primary research articles published between 2020 and 2025 were identified, all of which employed robotic platforms with children or adolescents with ASD in educational contexts. The analysis applies a thematic synthesis within a descriptive analytical framework to categorize methodological characteristics, technological platforms, and the degree of pedagogical integration. Findings The findings confirm that SAR functions as a catalyst for inclusion through three mechanisms: as a social bridge, a structured predictor, and a personalized motivator. However, the review reveals significant technological fragmentation (29 different platforms, with the NAO robot leading at 30.3%) and a lack of reporting on practical implementation. Only 9.1% of studies provide cost-related information, and the majority of interventions (57.6%) consist of isolated sessions not integrated into the curriculum. Critical barriers are identified, including limited robot autonomy and the need for specialized teacher training. Practical implications The study highlights the need to adopt translational study designs and co-design protocols with educators to ensure sustainability. The implications suggest that, for effective inclusion, robotics should be embedded within individualized education plans (IEPs) and daily classroom routines, moving beyond the conception of robots as isolated therapeutic tools. The DivInTech project is proposed as a collaborative ecosystem model that promotes training and open resource sharing to overcome cost and scalability barriers. Originality/value Unlike previous reviews that focus primarily on clinical outcomes, this study adopts a critical methodological lens. Its originality lies in examining how research is designed and reported, identifying tensions between experimental control and school feasibility. Furthermore, the article proposes a standardized methodological framework and concrete actions to enhance the rigor and real-world impact of future interventions.
Purpose This study aimed to assess the user experience (UX) of South African parents of children with disability (CWD) using the parent network (PN) and let's talk parents (LTP) platforms, and to examine associations between demographic factors and UX Honeycomb dimensions. It includes a comparative analysis of demographics in relation to the UX honeycomb subsections. Design/methodology/approach A quantitative, cross-sectional survey was done. Using total population sampling, 359 participants completed an online survey based on Morville's UX Honeycomb model, integrating validated instruments (MAUX-C and SUPR-Qm). Responses were analysed through descriptive and inferential statistics, including linear regression analyses to examine associations between demographical variables and UX dimensions. The study ensured accessibility with multilingual translation and ethical rigor through voluntary participation, informed consent and anonymised data collection. While reliability testing was not conducted, face and content validity were supported. Findings offer insights into UX dimensions relevant to digital inclusion and participatory engagement in disability-focused networks. Findings Most participants were mothers aged 31–40, with children predominantly aged 6–10, diagnosed mainly with cerebral palsy or autism. The findings highlight strong user satisfaction, particularly in usefulness, desirability, accessibility and credibility, with value rated highest (90%). However, findability emerged as a challenge, with variability in users' ability to locate specific content. Inferential analysis showed that age was significantly associated with usability, usefulness, and desirability, although effect sizes were small. Male participants reported lower scores for usefulness, accessibility, credibility, and value. These findings should be interpreted with caution due to the small number of male participants. Widowed participants reported lower findability, and participants using private healthcare reported lower accessibility. Overall, demographic variables explained only a small proportion of variation in UX. Research limitations/implications The sample was predominantly female and drawn from an existing digital network, which may limit generalisability. However, caregiving responsibilities are predominantly undertaken by women, a pattern that is particularly pronounced in the Global South, including South Africa (Latulippe et al., 2017; Budlender, 2021). The survey incorporated adapted instruments without internal consistency testing, and the cross-sectional design limits insight into long-term engagement and understanding of sustained impacts. The potential for using the collected data in advocacy efforts is also somewhat constrained. It is a limitation of the PN and LTP to have focused heavily on the children and not parents who have disabilities, and as such next iterations of these tools should take that into account. The researcher's dual role as both insider and outsider was acknowledged, but it may still be viewed as a limitation, potentially influencing the study's objectivity and interpretation. Practical implications This study highlights the transformative role of UX in disability-focused digital platforms, showing that PN and LTP foster identity affirmation, peer support and civic engagement. While usefulness, desirability and empowerment received strong endorsements, gaps in findability and inclusivity, especially for male and widowed caregivers, suggest the need for targeted design improvements. Findings further indicate that improvements in navigation, accessibility and inclusive design may enhance engagement across diverse user groups. Future iterations should prioritise co-design with underrepresented users, enhanced accessibility, and gender-responsive navigation strategies. By embedding participatory design principles, digital tools can amplify marginalised voices, democratise information access and drive systemic advocacy, particularly in the Global South, where equity-focused UX is key to sustained engagement and impact. Social implications As addressed in findings, methodology and practical implications. Originality/value This study underscores the transformative role of UX in disability-focused digital platforms, showing that PN and LTP foster identity affirmation, peer support and civic engagement beyond mere functionality. While usefulness, desirability and empowerment were highly rated, gaps in findability and inclusivity, specially for male and widowed caregivers, highlight areas for targeted design improvements. This study contributes to limited quantitative evidence on UX of disability-focused caregiver platforms in the Global South and demonstrates how UX relates to caregiver participation and voice. By embedding participatory design principles, digital tools can amplify marginalised voices, democratise information access and drive systemic advocacy, particularly in the Global South, where UX must center dignity, engagement and lasting impact.
PurposeThis scoping review explores the landscape of assistive technology (AT) training for professionals working in special education contexts. Despite the recognised importance of AT in supporting equitable access to learning, the professional preparation and in-service training of teachers and other learner-facing education staff remains inconsistent. Design/methodology/approachFollowing the PRISMA-ScR framework, a systematic search identified sources exploring or discussing AT training, professional perceptions, and reported outcomes. Findings were mapped across themes including training content, delivery, accessibility and effectiveness. FindingsThe review highlights that AT training is highly valued by professionals but inconsistently available, with systemic barriers to access and variable recognition of attainment. Pre-qualification training in AT is limited and variable across disciplines, while post-qualification learning or continuing professional development (CPD) is often self-directed or locally developed. Barriers to training include time, funding and lack of awareness of available opportunities. Flexible and blended models, incorporating online and hands-on components, may be effective AT training approaches. Confidence and self-efficacy emerged as the most frequently measured indicators of training success, with several studies reporting gains in these areas following structured training. However, outcome measurement remains inconsistent, and few validated instruments exist to assess AT training effectiveness. Originality/valueAcross the literature, professionals expressed strong motivation to improve their AT competence but highlighted systemic gaps in formal education, accreditation and expert support. Notably, despite the importance attached by practitioners to training learning support staff, this group may find it harder than others to access training opportunities. Addressing these training gaps is essential to ensure equitable implementation of AT in education. The review identifies priorities for future research, including the development of standardised outcome measures and models for scalable, accredited professional learning in AT.
