Search Results (168)

The introduction of new technologies has reshaped both workplaces and learning environments, requiring the development of transversal competences such as adaptability, reflection, and perseverance. Following the COVID-19 pandemic, playful approaches have been increasingly adopted in educational settings to enhance engagement, attention, and motivation, as well as to foster awareness of specific topics. In collaboration with the Cologne GameLab, a game prototype entitled Intergalactic Growth was developed to improve understanding of the growth mindset and to promote perseverance, self-awareness, and critical behavior in the use of ChatGPT. This study has two main objectives: to address the growth mindset from an educational and neuroscientific perspective, and to collect qualitative insights on the prototype’s usability and pedagogical potential. Data were gathered through a focus group and analyzed using reflexive thematic analysis (RTA) with NVivo 14. The findings suggest that Intergalactic Growth effectively stimulates emotional engagement and reflection but requires refinement to enhance its pedagogical impact, particularly concerning feedback authenticity and the integration of ChatGPT. Full article

Humans form deep attachments to some nonhuman animals, yet these attachments are unequally distributed across the tree of life. Drawing on evolutionary biology, comparative cognition, neuroscience, and cultural anthropology, this narrative review explains why empathy and affective preference are typically stronger for phylogenetically closer species—especially mammals—than for distant taxa such as reptiles, fish, or arthropods. We synthesize evidence that signal recognizability (faces, gaze, vocal formants, biological motion) and predictive social cognition facilitate mind attribution to mammals; conserved neuroendocrine systems (e.g., oxytocin) further amplify affiliative exchange, particularly in domesticated dyads (e.g., dog–human). Ontogenetic learning and media narratives magnify these effects, while fear modules and disgust shape responses to some distant taxa. Notwithstanding this average gradient, boundary cases—cephalopods, cetaceans, parrots—show that perceived agency, sociality, and communicative transparency can overcome phylogenetic distance. We discuss measurement (behavioral, psychophysiological, neuroimaging), computational accounts in predictive-processing terms, and implications for animal welfare and conservation. Pragmatically, calibrated anthropomorphism, hands-on education, and messaging that highlights agency, parental care, or ecological function reliably broaden concern for under-represented taxa. Recognizing both evolved priors and cultural plasticity enables more equitable and effective science communication and policy. Expanding empathy beyond its ancestral anchors is not only an ethical imperative but a One Health necessity: safeguarding all species means safeguarding the integrity of our shared planetary life. Full article

Background. Physical activity enhances cognitive performance in adolescents, yet the role of circadian timing within the school day remains poorly understood. Purpose. This study examined whether the timing of school-based physical activity (morning, midday, afternoon) influences cognitive performance, subjective alertness, and mood states in early adolescents. Methods. A 12-week crossover intervention was conducted with 102 students (aged 12–13 years) from southern Italy. Each class participated in three 4-week conditions of structured physical activity scheduled in the morning (8:10–9:10), midday (12:10–13:10), and afternoon (15:10–16:10), separated by one-week washouts. Cognitive outcomes (d2-R, Digit Span backward, TMT-A), subjective alertness (KSS), and mood (PANAS-C) were assessed at baseline and after each condition. Analyses employed linear mixed-effects models and repeated-measures ANOVAs, adjusting for sex, BMI, chronotype, and sleep duration. Results. Morning activity produced the strongest improvements in attention (d2-R, η²p = 0.16), working memory (Digit Span backward, η²p = 0.06), processing speed (TMT-A, η²p = 0.08), alertness (KSS, η²p = 0.19), and positive affect (PANAS-C, η²p = 0.05). Midday sessions yielded moderate benefits (d2-R, η²p = 0.09; Digit Span backward, η²p = 0.05; TMT-A, η²p = 0.07; KSS, η²p = 0.09), while afternoon activity showed the weakest or nonsignificant changes (all η²p < 0.05). Chronotype moderated the effects on attention and working memory, with morning types deriving the largest gains. Conclusions. The timing of physical activity is a critical determinant of its cognitive and affective benefits. Incorporating morning exercise into school timetables may represent a low-cost, scalable strategy to optimize both learning readiness and well-being in adolescents. Full article

Background/Objectives: Pain neuroscience education (PNE) has demonstrated efficacy in adults with chronic pain, but the pediatric evidence is still developing, despite its increasingly frequent use. Evidence for the effectiveness of PNE in pediatrics remains fragmented across settings and outcomes, which justifies a systematic evaluation focused on children and adolescents. Methods: Following PRISMA, two reviewers independently screened records (PubMed, Web of Science, PEDro; through 21 July 2025), extracted data, and assessed risk of bias (RoB 2 for randomized controlled trials; NIH/CASP for non-randomized studies). Given the heterogeneity, we conducted a structured narrative synthesis (SWiM) and rated the certainty of evidence with GRADE. PROSPERO: CRD420251062922. Results: Eleven studies met the inclusion criteria. PNE consistently improved pain-related knowledge, with effects maintained at follow-up (moderate certainty); effects on pain intensity, function, and emotional outcomes were small and inconsistent (low certainty), with more favorable patterns when PNE was combined with exercise and/or booster sessions. Digital and gamified formats proved feasible and engaging; parental outcomes showed small improvements where measured. Conclusions: PNE is a promising, low-cost, and scalable component of pediatric chronic pain care, strengthening self-efficacy and adaptive coping. Integration into biopsychosocial, multidisciplinary programs—particularly alongside exercise and family involvement—may optimize outcomes. Larger, standardized trials with long-term follow-up and systematic adverse-event reporting are needed to solidify guidance for clinical practice. Full article

Background/Objectives: Virtual reality (VR) is increasingly being used in educational settings, but the evidence is mixed on whether this is better for learners. This is due in part to a reliance on self-reported “liking” of the experience rather than measuring if VR more effectively improves learner engagement and conveys information. A study was designed to determine if VR would improve nursing students’ understanding of patient interactions in the clinic (n = 70). Methods: The present study measured neurologic Immersion in nursing students during a realistic patient journey in VR and in a standard two-dimensional (2D) film. After the film, participants in both conditions had the opportunity to volunteer to help other students as a measure of the behavioral impact of the experience. Results: The analysis showed that VR generated 60% more neurologic value than the 2D film, and, by increasing empathic concern, positively influenced the decision to volunteer. Conclusions: Empathy has been shown to improve patient care while reducing healthcare provider burnout, and our findings suggest that VR that sustains neurologic Immersion should have a larger place in clinician education. Full article

This article describes the relationship between spatial perception and temporal experience, emphasizing the limitations of linear frameworks in understanding these phenomena for contemporary students of design. Drawing on recent literature in neuroscience, the author argues for wider recognition of how our brains represent space through an awareness of non-Euclidean geometries, particularly hyperbolic models that more holistically reflect the complexity of lived experience. Through the lens of personal narratives, including reflections on living in a militarized landscape in Hawai‘i, the paper emphasizes the importance of various cultural and sensory interpretations of time—such as “Hawaiian Time” and “Turtle Time”—which offer unique perspectives on what it means to exist in these built environments. Ultimately, it advocates for a pedagogical shift in design education that encourages students to embrace and integrate more diverse temporal experiences in their work, fostering a richer awareness of their present as they engage with the conceptualization and design of built space. Three key assertions are described. First, multiple, different perceptions of time coexist in the same universe and reality, offering various sensations and registrations of existence. Second, these diverse views on the passage of time, like Island Time, emphasize a slower, more direct engagement with life’s vicissitudes, in contrast to mechanical time, for example. Lastly, by acknowledging the presence of differing states of temporal perception, design students are aided in more holistic and rational conceptualization of built space and therefore in their own movement into complex and indeterminant futures in design. Full article

In sport, pain is often normalized, leading athletes to train or compete despite discomfort. This can shape their response to pain, with catastrophizing potentially triggering fear of movement, avoidance behaviors, and increased pain. While previous research has examined the relationship between pain and catastrophizing in individuals with chronic pain, few studies have explored these effects in the sports population. This study investigated the effects of a pain neuroscience educational program on catastrophizing and injury rates in youth female and male athletes. This parallel randomized trial included an intervention group (IG) and a control group (CG), both undergoing a 12-week program on healthy habits in sport. The IG received additional pain neuroscience information. Catastrophizing levels were collected before and after using the Pain Catastrophizing Scale. Injury rates were registered during the study. The results revealed a decrease in catastrophizing levels in the IG compared to baseline (p = 0.028, d = 0.32, 95%CI [0.03, 0.61]). In the IG, only males showed improvements (p = 0.041, d = 0.47, 95%CI [0.08, 0.86]). Injury rates were similar between groups (CG = 26.2%, IG = 27.8%; p > 0.05). Pain education may reduce catastrophizing in youth athletes, particularly males, although effects may vary by sex and context. Full article

Autism Spectrum Disorder presents one of the most complex challenges in contemporary neuroscience. This review adopts an unconventional narrative structure, drawing inspiration from song titles by The Beatles to explore the multifaceted biological, developmental, and social dimensions of autism. Spanning historical perspectives to embryonic origins and adult cognition, we examine critical topics including cortical folding, sensory processing, and the contributions of various brain regions such as the cerebellum and brainstem. The role of mirror neurons and other neural systems in shaping social behavior is discussed, alongside insights from animal models that have advanced our understanding of autism’s underlying mechanisms. Ultimately, this manuscript argues that autism is not merely a biomedical challenge, but a broader societal issue intersecting with education, human rights, and identity. Following the long and winding road of scientific discovery, we advocate for a more empathetic, interdisciplinary, and human-centered approach to autism research. Though the path ahead remains uncertain, every step informed by evidence and driven by collaboration brings us closer to deeper understanding, greater inclusion, and more effective support. Full article

Neuroscience education must convey 3D structure with clarity and accuracy. Traditional 2D renderings are limited as they lose depth information and hinder spatial understanding. High-resolution resources now exist, yet many are difficult to use in the class. Therefore, we developed an educational brain video that moves from gross to microanatomy using MRI-based models and the published literature. The pipeline used Fiji for preprocessing, MeshLab for mesh cleanup, Rhino 6 for target fixes, Houdini FX for materials, lighting, and renders, and Cinema4D for final refinement of the video. We had our brain models validated by two neuroscientists for educational fidelity. We tested the video in a class with 96 undergraduates randomized to video and lecture or lecture only. Students completed the same pretest and posttest questions. Student feedback revealed that comprehension and motivation to learn increased significantly in the group that watched the video, suggesting its potential as a useful supplement to traditional lectures. A short, well-produced 3D video can supplement lectures and improve learning in this setting. We share software versions and key parameters to support reuse. Full article

The development of real-time learning assessment tools is hindered by an incomplete understanding of the underlying neural mechanisms. To address this gap, this study aimed to identify the specific neural correlates of implicit learning, a foundational process crucial for skill acquisition. We collected simultaneous electroencephalography and functional near-infrared spectroscopy data from thirty healthy adults (ages 21–29) performing a serial reaction time task designed to induce implicit learning. By capturing both electrophysiological and hemodynamic responses concurrently at shared locations, this dataset offers a unique opportunity to investigate neurovascular coupling during implicit learning and gain deeper insights into the neural mechanisms of learning. The dataset is categorized into two groups: participants who demonstrated implicit learning (based on post-experiment interviews) and those who did not. This dataset enables the identification of prominent brain regions, features, and temporal patterns associated with successful implicit learning. This identification will form the basis for future real-time learning assessment tools. Full article

Classroom attention is a fundamental cognitive function that is crucial to effective learning and significantly influences academic performance. Recent advances in investigating neural correlates of attention in classroom environments provide insights into underlying neural mechanisms and potentially enhance educational outcomes. This paper presents a scoping review of empirical studies investigating neural activities associated with students’ attention in classroom environments. Based on the 16 studies that we included after systematically searching, five main objectives were identified: (i) examination of neural markers of student attention in classroom environments, (ii) comparison of different learning environments, (iii) comparison of different classroom activities, (iv) data quality examination, and (v) student attention improvement. All selected studies used electroencephalogram (EEG) recording to measure neural activities, primarily using NeuroSky and Emotiv EPOC devices. Researchers measured classroom attention through brain-to-brain synchrony or frequency power. While differences in neural activity across classroom activities were noted, further investigation is needed for consistent results. Most studies focused on university students and had limited sample sizes, though they covered diverse study domains. Overall, while some preliminary results have been identified, there are several concerns regarding the neural measurements of attention used, contradictory findings, lack of verification, and limited sample sizes and techniques. Further studies are recommended to extend our understanding of neural evidence of attention in classroom environments. Full article

Background/Objectives: Although pain education is a very important component of chronic pain management, its effects on primary dysmenorrhea (PD) have not been investigated. The aim of this study was to compare the effects of pain neuroscience education (PNE) or biomedical pain education (BPE) combined with exercise training (ET) in PD. Methods: Individuals with PD were randomly assigned to PNE or BPE combined with ET (stretching and relaxation exercises) for two menstrual cycles. The PNE focused on pain neurobiology, central sensitization, and brain pain-modulation mechanisms, while the BPE included anatomical and biomechanical explanations of pain. Assessments were conducted at the start of the study, after the intervention period, and at the one-month follow-up after the intervention. The primary outcome measure was menstrual pain (mean and maximum pain) intensity, while the secondary outcome measures included menstrual stress, central sensitization symptoms, and pain catastrophizing. Results: All the individuals assigned to the PNE+ET (n = 19) and BPE+ET (n = 19; control) groups were included in the analysis. PNE or BPE with ET led to improvements in all outcome measures (p < 0.05). Furthermore, PNE was found to reduce menstrual pain, central sensitization symptoms, and pain catastrophizing more after the intervention and at follow-up compared to BPE (p < 0.05, Cohen’s d = 0.683–1.174). However, menstrual stress decreased at similar levels in both groups (p > 0.05). Conclusions: The combination of PNE or BPE with ET was demonstrated to be an effective approach for the management of menstrual pain and stress in PD. Furthermore, PNE appears to be more efficacious in addressing menstrual pain, symptoms of central sensitization, and pain cognition compared with BPE. Further studies could investigate the combination of PNE with different education parameters and physiotherapy methods to manage PD. Full article

Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study aims to evaluate the impact of technology-supported neuroeducational models on student learning and well-being. A systematic review was conducted using PubMed, the Web of Science, ScienceDirect, and LILACS, including open-access studies published between 2020 and 2025. Selection and methodological assessment followed PRISMA 2020 guidelines. Out of 386 identified articles, 22 met the inclusion criteria. Most studies showed that neuroeducational interventions incorporating interactive and adaptive technologies enhanced academic performance, intrinsic motivation, emotional self-regulation, and psychological well-being in various educational contexts. Technology-supported neuroeducational models are effective in fostering both cognitive and emotional development. The findings support integrating neuroscience and educational technology into teaching practices and teacher training, promoting personalized, inclusive, and evidence-based education. Full article

Immersive technologies such as augmented reality (AR) and virtual reality (VR) have emerged as powerful tools in cultural heritage education and preservation. Building on prior work that demonstrated the effectiveness of gamified XR applications in engaging users with heritage content and drawing on existing studies in neuroscience and cognitive psychology, this study explores how immersive experiences support multisensory integration, emotional engagement, and spatial presence—all of which contribute to the deeper encoding and recall of heritage narratives. Through a theoretical lens supported by the empirical literature, we argue that the interactive and embodied nature of AR/VR aligns with principles of cognitive load theory, dual coding theory, and affective neuroscience, supporting enhanced learning and memory consolidation. This paper aims to bridge the gap between technological innovation and cognitive understanding in cultural heritage dissemination, identifying concrete design principles for memory-driven digital heritage experiences. While promising, these approaches also raise important ethical considerations, including accessibility, cultural representation, and inclusivity—factors essential for equitable digital heritage dissemination. Full article

Inclusive music education refers to the use of musical experiences and practices as tools for promoting participation, equity, and meaningful engagement among all learners, including those with Special Educational Needs (SEN). Music education has long been recognized not only for its value in emotional expression and cultural transmission but also for its cognitive and relational benefits. This entry examines the inclusive and transformative potential of music, highlighting how it can foster equitable, accessible, and culturally relevant learning environments. Drawing from pedagogy, neuroscience, and educational technology, the entry explores how music contributes to cognitive, emotional, and social development, with a focus on learners with SEN. It emphasizes the importance of early exposure to music, the strong connections between music and language acquisition, and the need to challenge persistent misconceptions about innate musical talent. The findings demonstrate that when supported by digital tools and educational games, music education becomes a powerful driver of inclusion, enhancing participation, relational dynamics, and cognitive engagement. The entry concludes by advocating for a reimagining of music not as a secondary subject, but as a foundational component of holistic and inclusive education, capable of building more empathetic, connected, and equitable societies. Full article