Search Results (153)

This study examines how structured interventions influence team creativity on a metaverse-based collaboration platform. Using B.sket, a custom virtual workspace, we tested two interventions during an online brainstorming task: (1) real-time participation feedback delivered as a communication barcode showing each member’s speaking time and sequence (an informational cue), and (2) a group norm communication encouraging equal participation (a social-normative cue). Eighty-one university students in South Korea, recruited through online advertisements using a convenience sampling method, participated in a 2 (group norm prompt: provided vs. not) × 2 (participation feedback: provided vs. not) between-subject factorial design. Team creativity was evaluated by fluency, flexibility, and originality. Results revealed that, contrary to expectations, participation feedback significantly reduced idea fluency and showed marginally negative effects on flexibility and originality. The group norm prompt produced no significant improvements in creativity. We speculate that these findings can be explained by self-determination theory and ego depletion theory, such that real-time participation feedback may undermine individuals’ sense of autonomy and induce cognitive distraction, thereby reducing creative performance. We discuss practical implications that team process interventions for promoting equal participation should be designed carefully to avoid these unexpected consequences. Full article

Artificial intelligence (AI) is increasingly embedded in education through adaptive platforms, intelligent tutoring systems, and generative tools. While these technologies promise efficiency and personalization, they also raise concerns about pedagogical deskilling, reduced teacher autonomy, and ethical risks. This paper conceptualizes the potential impacts of AI on teaching expertise and instructional design through the lens of Cognitive Load Theory (CLT). The aim is to conceptualize how AI may reshape the management of intrinsic, extraneous, and germane cognitive loads. The study proposes that AI may effectively scaffold intrinsic load and reduce extraneous distractions but displace teacher judgment in ways that undermine germane learning and reflective practice. Additionally, opacity, algorithmic bias, and inequities in access may create new forms of cognitive and ethical burden. The conceptualization presented in this paper contributes to scholarship by foregrounding teacher cognition, an underexplored dimension of AI research, conceptualizing the teacher as a cognitive orchestrator who balances human and algorithmic inputs, and integrating ethical and equity considerations into a cognitive framework. Recommendations are provided for teacher education, policy, and AI design, emphasizing the need for pedagogy-driven integration that preserves teacher expertise and supports deep learning. Full article

Background: Malnutrition is common among older adults with cognitive impairment and contributes to frailty and poorer health outcomes. Many individuals with dementia require mealtime assistance, yet differences in caregiving practices across hospital and nursing home settings remain underexplored. Aim: The aim of this study was to compare eating encouragement practices, feeding skills, feeding difficulties, and nutritional status between family caregivers in hospitals and professional caregivers in nursing homes. Methods: A cross-sectional observational study was conducted between June 2020 and December 2023 in New South Wales, Australia. The study included 82 older adults (≥65 years) with cognitive impairment: 31 hospital patients supported by family caregivers and 51 nursing home residents supported by assistant nurses. Eating encouragement, feeding skills, and feeding difficulties were assessed using structured observation tools, and nutritional status was evaluated using the Mini Nutritional Assessment–Short Form (MNA-SF). Group differences were analysed using chi-square tests and independent t-tests (p < 0.05). Results: Family caregivers in hospitals demonstrated stronger relational and engagement-based practices, including consistent handwashing (χ² = 31.945, p < 0.001), encouraging self-feeding (χ² = 21.678, p < 0.001), verbal cueing (χ² = 12.083, p = 0.002), touch prompting (χ² = 51.817, p < 0.001), and sitting face to face (χ² = 38.697, p < 0.001). Nursing home caregivers showed more advanced technical skills, such as task simplification (χ² = 54.135, p < 0.001), mirroring (χ² = 78.456, p < 0.001), hand-over-hand guidance (χ² = 73.076, p < 0.001), mouth- and lip-opening techniques (both χ² = 81.000, p < 0.001), and stronger choking management (p < 0.001). Feeding difficulties also differed: refusal behaviours were more common in nursing homes, while distraction and oral–motor issues were more frequent in hospitals. Overall, nursing home residents had significantly poorer nutritional status (t = −12.592, p < 0.001). Conclusions: Family caregivers provide stronger relational support, whereas professional caregivers demonstrate superior technical competence. Integrating these complementary strengths may enhance mealtime care and reduce malnutrition among cognitively impaired older adults. Full article

Post-Traumatic Stress Disorder (PTSD) is consistently linked to multidimensional working memory (WM) impairments, encompassing deficits in sustained attention, verbal and visuospatial processing, and executive control, with inhibitory dysfunction emerging as a key feature. This scoping review synthesizes evidence from 39 studies examining neurobiological mechanisms, trauma-related factors, genetic and hormonal influences, gender differences, and task-specific variability. Findings indicated that PTSD is associated with altered activation and connectivity in the prefrontal cortex, hippocampus, and related neural networks, often resulting in compensatory but inefficient recruitment patterns. Emotional distraction and comorbidities such as depression, alcohol use, and traumatic brain injury can exacerbate cognitive deficits. Performance impairments are evident across both emotional and neutral WM tasks, with visuospatial and updating processes being particularly vulnerable. Risk factors include chronic trauma exposure, older age, APOE ε4 allele, and the BDNF Val66Met (rs6265) polymorphism, while modulators such as oxytocin, cortisol, and physical activity show potential cognitive benefits under specific conditions. Methodological heterogeneity and limited longitudinal data restrict generalizability. These findings underscore the importance of early screening, targeted cognitive interventions, and inclusion of underrepresented populations to refine prevention and treatment strategies for PTSD-related WM deficits. Full article

University website research to date tends to focus on conformity with technical standards. It rarely analyses the systemic nature of digital noise and its cognitive impacts. The study measures the intensity of digital noise on public websites of Polish universities (n = 65) and identifies its most common sources. The author investigates five dimensions: Distraction Intensity, Content Overload, Readability, Visual Balance, and Signal-to-Noise Ratio. The results are aggregated into a synthetic Noise Level Score (NLS) and analysed statistically. Four categories of digital noise have emerged from the observations: obligatory, compensated, ornamental, and habitual. This categorisation indicates that digital noise is not always random. It can be a supervised or even intentionally designed phenomenon when specific elements (such as disclaimers, system alerts, or consent layers) are not only expected but required by the user or the law. The study reveals a highly homogeneous sample and strong convergence of the results, indicating a systemic problem. Over 47% of the websites exhibited high NLS, while only 9% scored low. This means that content, visual, and interaction overloads are not incidental. Instead, it follows from the institutional and technological constraints on Polish higher education. The results ought to be interpreted in the context of the institutional communication imperative, defined as a constant pressure from legal obligations, standards, PR, market, and organisational factors towards constant publishing for multiple audiences through multiple channels. Full article

In the dynamic and complex environment of highly automated vehicles, ensuring driver safety is the most critical task. While automation promises to reduce human error, the driver’s role is shifting to that of a teammate who must remain vigilant and ready to intervene, making it essential to monitor their attention level. However, a significant challenge in this domain is the considerable inter-individual variability in how people physiologically respond to cognitive states, such as distraction. This study addresses this by developing a methodology that first groups drivers into distinct physiology-based clusters before training a predictive model. The study was conducted in a high-fidelity driving simulator, where multimodal data streams, including heart rate variability and electrodermal activity, were collected from 30 participants during conditional-automated driving experiments. Using a time-series k-means clustering algorithm, the researchers successfully partitioned the drivers into clusters based on their physiological and behavioral patterns, which did not correlate with demographic factors. Then, a Long Short-Term Memory model was trained for each cluster, which achieved similar predictive performance compared to a single, generalized model. This finding demonstrates that a personalized, cluster-based approach is feasible for physiology-based driver monitoring, providing a robust and replicable solution for developing accurate and reliable attention estimation systems. Full article

Background: Anxiety disorders, depressive disorders, and insomnia often co-occur and impair functioning in psychiatric patients. Virtual reality (VR) is a promising relaxation tool, yet its efficacy relative to classical Schultz autogenic training (AT) remains insufficiently characterized. Methods: Thirty-seven female patients were randomly assigned to four groups: (1) inpatient AT (n = 10), (2) inpatient VR (n = 10), (3) home-based AT (n = 10), and (4) home-based VR (n = 7). Interventions lasted 2 weeks (≥10 sessions). Depressive and anxiety symptoms, sleep quality, and cognitive function were assessed pre- and post-intervention. Results: In the total sample, anxiety and depressive symptoms decreased and sleep quality improved, while cognitive functions showed slight improvement. In subgroup analyses, inpatient AT reduced anxiety and improved sleep, whereas inpatient VR reduced both anxiety and depressive symptoms and improved sleep. In the home-based modality, AT did not significantly affect sleep, anxiety, or depressive symptoms but was associated with modest cognitive gains, while home-based VR improved sleep without significant changes in anxiety or depression. Conclusions: Both methods are straightforward to implement and promote improvement in selected mental health parameters; however, their effect profiles are context-dependent. Interventions delivered in the inpatient setting were more effective than those at home, suggesting a substantial influence of contextual factors (fewer distractions, therapeutic structure, group component). Among the tested conditions, inpatient VR-based relaxation produced the broadest pattern of improvement in anxiety, depression, and sleep. These pilot findings require confirmation in larger, prospectively designed studies. Full article

Background/Objectives: Distraction is a form of impaired selective attention that becomes more pronounced with normal aging and in pathological conditions such as mild cognitive impairment (MCI) and Alzheimer’s disease (AD). Event-related potentials (ERPs) provide sensitive, time-resolved measures of neural mechanisms underlying distractibility. This study aimed to identify age- and disease-related ERP signatures of auditory–visual distraction as potential functional biomarkers for cognitive decline. Methods: Forty-six participants were enrolled, including young controls (Y), healthy older controls (O), individuals with MCI, and individuals with AD. Participants performed cross-modal interference tasks in which irrelevant auditory distracting sounds were paired with a relevant visual discriminating task. The distraction potential was quantified as the difference between ERP responses to novel distractors and standard stimuli, focusing on three core components: N1-enhancement, P3a, and reorienting negativity (RON). Behavioral measures (accuracy, reaction time, miss responses) were also assessed. Results: Compared to Y, O showed increased N1-enhancement and reduced P3a and RON amplitudes, consistent with age-related susceptibility to distraction. Patients with MCI and AD exhibited further abnormalities, including diminished P3a and altered RON responses, suggesting impaired orientation and reorientation of attention. Behavioral distraction effect was observed in all groups, with no significant difference between groups. ERP–cognition correlations indicated that reduced P3a amplitude and delayed RON were associated with executive dysfunction and memory deficits. Conclusions: ERP signatures of distraction, particularly altered P3a and RON components, differentiate normal aging from pathological decline and may serve as functional biomarkers for early detection of MCI and AD. These findings highlight the translational potential of distraction paradigms in clinical assessment of aging-related cognitive impairment. Full article

Electroencephalography (EEG) provides insights into the neural mechanisms underlying attention, response inhibition, and distraction in cognitive tasks. This dataset was collected to examine neural activity in young drivers and non-drivers performing Go/No-Go tasks under visual and auditory distraction conditions. A total of 40 university students (20 drivers, 20 non-drivers; balanced by sex) completed eight experimental blocks combining visual or auditory stimuli with realistic distractions, such as text message notifications and phone call simulations. EEG was recorded using a 16-channel BrainAccess MIDI system at 250 Hz. Experiments 1, 3, 5, and 7 served as transitional blocks without participant responses and were excluded from behavioral and event-related potential analyses; however, their EEG recordings and event markers are included for baseline or exploratory analyses. The dataset comprises raw EEG files, event markers for Go/No-Go stimuli and distractions, and metadata on participant demographics and mobile phone usage. This resource enables studies of attentional control, inhibitory processes, and distraction-related neural dynamics, supporting research in cognitive neuroscience, brain–computer interfaces, and transportation safety. Full article

Road safety has emerged as a global issue, driven by the rapid rise in vehicle ownership and traffic congestion. Human error, like distraction, drowsiness, and panic, is the leading cause of road accidents. Conventional driver monitoring systems (DMSs) frequently fail to detect these emotional and cognitive states, limiting their potential to prevent accidents. To overcome these challenges, this work proposes a robust deep learning-based DMS framework capable of real-time detection and response to emotion-driven driver behaviors that pose safety risks. The proposed system employs convolutional neural networks (CNNs), specifically the Inception module and a Caffe-based ResNet-10 with a Single Shot Detector (SSD), to achieve efficient, accurate facial detection and classification. The DMS is trained on a comprehensive and diverse dataset from various public and private sources, ensuring robustness across a wide range of emotions and real-world driving scenarios. This approach enables the model to achieve an overall accuracy of 98.6%, an F1 score of 0.979, a precision of 0.980, and a recall of 0.979 across the four emotional states. Compared with existing techniques, the proposed model strikes an effective balance between computational efficiency and complexity, enabling the precise recognition of driving-relevant emotions, making it a practical and high-performing solution for real-world in-car driver monitoring systems. Full article

Tourism marketing videos can lead to positive emotions and visit intention. This study investigated the impact of VR and 2D tourism videos on user engagement, perception, and emotional responses. This research adopted a priori coding, analyzed 52 interviews using thematic analysis, and concluded a framework with six dimensions, including interactivity, authenticity, presence, cognitive value, hedonic value, and learning value. Findings indicate that VR videos compared to 2D allow users to explore the environment actively and feel an increased sense of presence. However, challenges such as rapid movement, lack of control, and distractions were also reported. VR does not necessarily lead to a higher sense of authenticity because the fast-paced sequences and distracting elements may negatively affect the experiences. Regarding cognitive values, participants mentioned that the videos increased their knowledge of the destination, particularly the 2D format video maintained viewers’ focus. VR facilitates exploration and may enhance learning value. Videos can also generate hedonic value, as many participants reported the emotions of excitement, happiness, and relaxation while watching videos. The findings extend the literature on immersive experiences in the video context. This research also offers practical insights into tourism marketers to design more engaging and effective tourism videos. Full article

Objectives: Sub-second motor timing is critical for skilled performance in domains such as sport, music, and safety-critical multitasking; however, its robustness under cognitive load remains unresolved. Dual-task paradigms offer a method to test whether attentional demands selectively disrupt temporal precision. This study intended to investigate the effects of cognitive load on rhythmic finger tapping at a sub-second interval. Methods: A sample of 103 college students (19–25 years) performed a synchronization–continuation tapping task at 500 ms intervals under single- and dual-task conditions across five trials. The dual-task condition included a distracting letter-span task imposing working memory load. Inter-response intervals (IRIs), their variability (IRI SD), and accuracy (AI) were analyzed using linear mixed-effects models. Results: Tapping intervals were consistently shorter than the 500 ms target by approximately 70 ms in both conditions, showing anticipatory mechanisms that remained stable under cognitive load. Mean accuracy did not vary between single- and dual-task conditions. By contrast, temporal variability was significantly higher in the dual-task condition, reflecting diminished trial-to-trial consistency. These effects continued throughout trials and were supported by model estimates, which indicated robust between-subject variability but selective disruption of consistency rather than mean performance. Conclusions: Dual-tasking selectively hinders temporal stability in sub-second motor timing while ensuring that the reproduction and accuracy of the mean interval remain unchanged. This pattern supports dual-process accounts of timing, suggesting distinct roles for predictive control and attentional allocation. The results have applied relevance for situations requiring precise rhythmic performance under cognitive load, including sports, ensemble music, and safety-critical tasks. Full article

ADHD and misophonia are developmental neurological disorders that are currently increasing in prevalence due to excessive acoustic and visual pollution. ADHD, which is characterized by a lack of attention and excessive impulsive hyperactivity, and misophonia, which is hypersensitivity to sounds accompanied by a severe emotional and psychological reaction, are both affected by the user’s spatial environment to a great extent. Spatial design can contribute to increasing or decreasing these unfavorable sensory triggers that affect individuals with ADHD and/or Misophonia. However, the role of architectural spatial design as a therapeutic approach to alleviate the symptoms of Misophonia and ADHD has never been proposed before in the literature, despite its accumulative and chronic effects on the user’s experience in everyday life in terms of well-being and productivity. Therefore, the current work discusses this problem of neglecting the potential effect of architectural spatial design on alleviating Misophonia and ADHD. Thus, the objective of the current work is to propose customized architectural spatial design as a therapeutic approach to alleviate Misophonia and ADHD through adopting the compatible architectural trends of minimal and metaphysical architecture. The methodology of the current work includes a theoretical proposal of this customized architectural spatial design for alleviating these two special neurological conditions. This includes introducing and analyzing these two neurological conditions and their relation to and interaction with architectural spatial design, analyzing minimal and metaphysical architectural trends employed in the proposed therapeutic architectural design, and then proposing augmented and virtual reality as auxiliary add-ons to the architectural spatial design to boost its therapeutic effect. Minimal architecture achieves the “no emotion” criteria through reduced forms, patterns, and colors and adopts simple geometry and natural materials to reduce sensory stressors or stimuli, in order to alleviate the loss of attention and distraction prevalent in those with ADHD, as well as allowing the employment of acoustic materials to achieve acoustic comfort and noise blockage for Misophonia relief. Metaphysical architecture leads the hierarchy of sensory experience through the symbolistic, dynamic, and enigmatic composition of forms and colors, which enhance the spatial analysis and cognitive capacities of the inhabitants. Meanwhile, the use of customized virtual and augmented reality environments is an effective add-on to minimal and metaphysical architectural spaces thanks to its proven therapeutic effect in alleviating various neurological disorders and injuries. At this level of intervention, VR/AR can be used as an add-on to minimal-architecture design, to simulate varied scenarios, as minimal design offers a clean canvas for simulating these varied virtual environments. The other option is to build these customized VR/AR scenarios around a specific architectural element as an add-on metaphysical architecture design to lead the sensory experience and enable the user to detach from the physical constraints of the space. AI-generated designs were used as a proof of concept for the proposed customized architectural spatial design following minimal and metaphysical architecture, as well as to provide AR and VR scenarios as add-on architecture to enhance the therapeutic effect of these architectural spaces for Misophonia and ADHD patients. Furthermore, the validity of VR/AR as a therapeutic approach, alongside the customized architectural design, was discussed, and it was concluded that this study proves the need for extended clinical studies on its efficiency in the long run, which will be conducted in the future. Full article

Negative social feedback can cause social pain and may damage physical and mental health. In particular, negative social feedback from acquaintances deeply activates the social pain brain network between the dorsal anterior cingulate cortex (dACC), the anterior insula, and the amygdala, inducing stronger emotional responses and memories. This study used a social appraisal paradigm to investigate the potential benefits of emotional regulation in the face of negative social feedback from acquaintances, as measured by emotional responses and memories. The results showed that negative social feedback sent by acquaintances induced stronger emotional experiences and deeper negative memories than those sent by strangers. Cognitive reappraisal and distraction could reduce the negative emotions induced by negative social feedback sent by acquaintances; however, they did not affect the forgetting of memories of negative social feedback. Further analyses revealed that the emotion regulation strategy was more effective in alleviating negative emotions in the group with self-reported low-depressive symptoms compared to the group with self-reported high-depressive symptoms. Thus, the study suggests that the effectiveness of emotional regulation strategies varies across different relational contexts. Full article

Despite increased interest in embodied learning, the role of sensorimotor activity in shaping students’ probabilistic reasoning remains underexplored. This design-based study examines how high school students develop key probabilistic concepts, including sample space, certainty, and event probability, through whole-body movement activities situated in an authentic classroom setting. Grounded in embodied cognition theory, we introduce a two-axis interpretive framework. One axis spans sensorimotor exploration and formal reasoning, drawing from established continuums in the literature. The second axis, derived inductively from our analysis, contrasts engagement with distraction, foregrounding the affective and attentional dimensions of embodied participation. Students engaged in structured yet open-ended movement sequences that elicited intuitive insights. This approach, epitomized by one student’s spontaneous question, “Can I use my leg too?”, captures the agentive and improvisational character of the embodied learning environment. Through five analyzed classroom episodes, we trace how students shifted between bodily exploration and formalization, often through nonlinear trajectories shaped by play, uncertainty, and emotionally driven reflection. While moments of insight emerged organically, they were also fragile, as they were affected by ambiguity and the difficulty in translating physical actions into mathematical language. Our findings underscore the pedagogical potential of embodied design for probabilistic learning while also highlighting the need for responsive teaching that balances structure with improvisation and supports affective integration throughout the learning process. Full article