Journal of Digitovation and Information Systems

Virtual Reality-Based Leadership Development: A Conceptual Case of Experiential Learning

Hashir Muzaffar — 2026-06-15

Leadership development programmes have relied predominantly on workshop instruction, coaching, and mentoring, although accumulating evidence indicates that experiential formats produce stronger behavioral transfer when participants engage in consequential practice under conditions that approximate the demands of real leadership situations. This paper develops a conceptual case of virtual reality leadership development that draws on experiential learning theory, leader self-efficacy research, and immersive learning scholarship to propose a five stage learning process through which immersive leadership scenarios generate durable developmental outcomes among middle managers. The conceptual case is situated in a professional consulting organization that piloted an immersive leadership scenario programme across two management cohorts. Four propositions are advanced concerning the relationships among scenario fidelity, self-efficacy development, feedback integration, and transfer readiness. The framework contributes a theoretically grounded basis for designing and evaluating immersive leadership development, extending experiential learning reasoning into the immersive training context and offering organizational practitioners a structured account of the conditions that govern developmental effectiveness.

The Impact of IT Governance Framework on the Effectiveness of IT Support Teams in Investment Banking: A Focus on Information Technology Infrastructure Library (ITIL)

Abbe N’Kpomin — 2026-06-27

Digital transformation within investment banking has increased dependence on structured information technology support functions for service continuity, regulatory alignment, and operational reliability. In such environments, system disruptions may expose organizations to financial loss, compliance scrutiny, and reputational pressure, which heightens the relevance of formal governance arrangements. Among established governance mechanisms, the Information Technology Infrastructure Library (ITIL) is widely applied to organize service support and information technology service management activities. Yet, variation in implementation outcomes remains evident across institutions operating under comparable technical conditions. The investigation explores how organizational culture influences the application of ITIL practices and how these practices shape the functioning of information technology support teams. Cultural characteristics are examined through the Organizational Culture Assessment Instrument (OCAI), which captures prevailing value orientations within investment banking organizations. Analytical attention is directed toward core ITIL service support areas, including incident handling, problem management, and change coordination, with emphasis on their execution within culturally embedded work settings. The findings indicate that cultural configurations marked by role clarity, internal coordination, and accountability align more closely with effective ITIL application, whereas cultural misalignment corresponds with procedural tension and reduced service responsiveness. The analysis advances understanding of governance effectiveness by clarifying how cultural context conditions the operational use of structured service management frameworks in investment banking.

Utilization of Management Information System by School Administrators for Administrative Effectiveness in Secondary Schools in Kwara State

Mubarak Oluwatoyin Lawal — 2026-06-27

This study examined the use of management information systems by school administrators to enhance administrative effectiveness in secondary schools in Kwara State. The study was guided by four purposes, three research questions, and one hypothesis. The study population comprised all principals of public secondary schools in Kwara State. According to records from the Kwara State Teaching Service Commission (TESCOM, 2024), there are 340 principals across the state’s public secondary schools. The sample size for this study was determined using the Taro Yamane (1967) formula, with a 5% margin of error, from a population of 340 principals. The computation yielded a sample size of 184 principals. To ensure fair representation across the state, a stratified random sampling technique was employed, accounting for the three senatorial districts of Kwara State. A 14-item researcher developed instrument titled the Utilization Management Information System School Administrators’ Questionnaire (UMISSAQ) was used for data collection. The instrument was validated by three experts: two from the Department of Educational Management and one from the Test and Measurement, Faculty of Education, Al-Hikmah University. Their suggestions and inputs were incorporated into the final draft of the instrument. The instrument’s reliability was determined using the Cronbach’s Alpha method, which yielded coefficients of 0.85 and 0.79 for Parts I and II of UMISSAQ, respectively, indicating a high level of internal consistency. The study’s findings suggest that school administrators moderately use MIS for student personnel administration in secondary schools in Kwara State. One of the recommendations of this study is that Principals should train and encourage their use in areas such as online admissions, electronic attendance, and communication with parents and students.

Virtual Reality Exposure in Pediatric Pain Management: A Descriptive Framework

Diya Deven Shah — 2026-06-27

Pain in pediatric care involves both physical sensation and psychological interpretation, where attention, emotion, and prior experience influence the way children respond to medical procedures. Immersive virtual environments have been increasingly applied as a supportive approach, and theoretical understanding of their psychological functioning remains limited. This paper develops a conceptual model that explains the way virtual reality influences pain perception through interconnected cognitive and emotional processes. The framework identifies three stages. Engagement directs attention toward immersive stimuli, absorption reduces the emotional response to discomfort, and reintegration returns children to the clinical setting in a more regulated state. These stages describe the way immersive experience reshapes perception and supports adaptive responses during medical procedures. The model also considers ethical and clinical aspects, including emotional safety, appropriate use, and the role of healthcare professionals in guiding the experience. Practical implications show the way immersive tools can be integrated into pediatric care through structured preparation and clinician support. Limitations relate to the conceptual nature of the framework, which rests on synthesis rather than empirical testing. Future research may examine variation across age groups and explore long-term adaptation following repeated exposure to immersive environments.

AI at Work: Drivers of Employee Satisfaction in E-Commerce

Muhammed Jasir — 2026-06-27

Artificial intelligence is increasingly integrated into e-commerce operations, influencing employee work processes and evaluations of their roles. The research examines the relationships between performance expectancy, effort expectancy, job autonomy, perceived intelligence of AI systems, and employee job satisfaction. A quantitative cross-sectional survey was conducted among professionals working with AI-enabled tools in e-commerce organizations. Data were analyzed using regression techniques to assess the proposed relationships. The results indicate that performance expectancy and job autonomy have strong positive effects on job satisfaction, highlighting the importance of efficiency improvements and decision control in AI-supported work. Effort expectancy shows a weaker but significant relationship, with greater relevance for less experienced users. Perceived intelligence is also positively associated with job satisfaction, reflecting the role of trust in system accuracy and contextual relevance. Differences across roles and experience levels indicate that employee evaluations vary based on task characteristics and familiarity with AI systems. The findings contribute to existing research by combining technology acceptance and job design perspectives in the context of AI-enabled work environments. Practical implications emphasize the need for systems that improve performance while maintaining employee control and supporting effective interaction with AI tools.