Search Results (791)

The development of digital learning technologies has introduced innovative tools to enhance science and chemistry education, including PhET simulations. This study aims to evaluate the effectiveness of PhET simulations on students’ learning outcomes through a systematic literature review following the PRISMA 2020 guidelines. A systematic search of Scopus and Crossref databases was conducted (last search: January 2026) using predefined keywords. Eligible studies were empirical research published between 2020 and 2026 that investigated PhET simulations in science-related education and reported learning outcomes, while non-empirical studies and non-Scopus-indexed articles were excluded. Risk of bias was assessed using an adapted Joanna Briggs Institute critical appraisal tool. Due to heterogeneity in study designs and outcome measures, the results were synthesized using a narrative approach. A total of 14 studies across elementary to higher education levels were included. The findings indicate that PhET simulations consistently improve learning outcomes, particularly academic achievement and conceptual understanding, with effects generally favoring simulation-based instruction over traditional methods. However, higher-order skills and affective outcomes such as motivation and attitude remain less frequently investigated. The evidence is limited by variability in study designs, incomplete reporting of non-cognitive outcomes, and the absence of quantitative synthesis. Overall, PhET simulations demonstrate strong potential as an effective interactive learning medium, although their impact depends on instructional design, teacher facilitation, and technological accessibility. Full article

Aim: Self-stigma represents a major barrier to recovery among individuals with severe mental illness (SMI). This review aimed to identify and synthesize the available evidence on the effectiveness of non-pharmacological interventions for reducing self-stigma in adults with SMI, while also exploring physical appearance care as a potentially relevant but under-researched area. Methods: A systematic review and meta-analysis were conducted in accordance with PRISMA guidelines and the Cochrane Handbook recommendations. The review protocol was registered in PROSPERO (CRD420251013333). Data Sources: A comprehensive search was conducted across multiple databases, including the Virtual Health Library, PubMed, Web of Science, the Cochrane Library, and EBSCOhost databases. A snowball search of reference lists was also performed. Studies published in English or Spanish within the past ten years were included. Review Methods: Two independent reviewers screened titles, abstracts, and full texts according to predefined criteria. Methodological quality was assessed using the Critical Appraisal Skills Programme España (CASPe). A qualitative synthesis was conducted for all included studies, and a random-effects meta-analysis was performed for studies providing sufficient quantitative data. Standardized mean differences and heterogeneity statistics were calculated. Results: Twenty-eight studies were included in the qualitative synthesis, and twelve were eligible for meta-analysis. Multicomponent interventions integrating psychoeducation, cognitive restructuring, narrative approaches, and social support showed the most consistent effects across the evaluated outcome domains. Meta-analytic findings indicated small-to-moderate reductions in self-stigma and improvements in hope, with low levels of statistical heterogeneity across outcomes. Effects on self-esteem, quality of life, self-efficacy, and psychiatric symptomatology were limited or inconsistent across studies. No studies specifically evaluated interventions focused on physical appearance care. Conclusions: Non-pharmacological interventions appear to produce modest but potentially meaningful reductions in self-stigma among individuals with SMI, particularly when delivered through multicomponent psychosocial approaches that integrate psychoeducation, cognitive restructuring, narrative techniques, and social support. Full article

This study investigated undergraduates’ conceptualization of systems thinking (ST). An open-ended question was administered pre- and post-course. Pre-test findings revealed limited conceptualization, with most students unable to articulate core ST attributes. Post-course responses showed reasonable improvement, with seven key attributes—interconnectedness, feedback, causality, systems boundary, mapping, emergent behaviour, and synthesis—emerging to varying extents in their responses. While nearly all students indicated interconnectedness and mapping, fewer mentioned feedback and systems boundary, indicating these as higher-order cognitive skills. A continuum was also developed to categorize students’ conceptualization from inadequate to canonical; this also indicated that only a few students demonstrated engagement with the key attributes of ST. Novel analytical approaches such as attributes prevalence tables, attributes continuum, and evolution of threshold concepts have contributed to different modes for exploring ST in the responses. Findings underscore the complexity of ST and the challenges in fostering holistic conceptualization. Overall, the study highlights a nuanced engagement with the attributes of ST from the intervention and suggests that further work is necessary to better foster these among the students. Full article

Purpose: To evaluate the effectiveness of serious games, including virtual reality-based interventions, in improving clinical skills acquisition among undergraduate and postgraduate health science students. Methods: This systematic review was prospectively registered in PROSPERO (CRD42024589035) and conducted in accordance with PRISMA 2020 guidelines. PubMed, Scopus, Web of Science, and ScienceDirect were searched from inception to 31 August 2025. Eligible studies examined serious games, simulation-based platforms, or immersive and non-immersive virtual reality interventions designed to support clinical skills development. Outcomes were classified using a predefined hierarchical framework aligned with Miller’s pyramid, distinguishing performance-based clinical competence, clinical reasoning, and secondary educational outcomes. Owing to substantial heterogeneity in interventions, comparators, and assessment methods, a narrative synthesis was performed. Results: Thirteen studies involving 892 participants were included. Serious games and virtual reality-based interventions were associated with generally favorable outcomes for knowledge acquisition, self-efficacy, motivation, satisfaction, and anxiety reduction. Improvements in clinical reasoning were reported in several studies, and some studies demonstrated benefits in performance-based clinical competence, particularly in simulation and virtual reality settings. However, findings for objective performance-based outcomes were mixed, with some studies reporting no statistically significant between-group differences. Heterogeneity in outcome definitions and limited reporting of standardized effect sizes reduced cross-study comparability. Conclusions: Serious games, including virtual reality-based interventions, may serve as complementary, scenario-based learning strategies in health sciences education. The most consistent effects were observed for cognitive and learner-centered outcomes, whereas evidence for objective gains in performance-based clinical competence remains variable. Further high-quality studies using standardized outcome frameworks, validated performance-based assessments, effect sizes, confidence intervals, and longer follow-up are needed. Full article

In today’s educational context, Game-Based Learning (GBL) has emerged as a promising methodology for promoting active learning in an engaging and motivating way. This study aims to analyze the impact of a video game-based intervention on the development of students’ cognitive skills, focusing on the levels of Bloom’s taxonomy, as well as to explore students’ perceptions of this methodology. Accordingly, an intervention was conducted with 52 students in the Early Childhood Education Degree Program, integrating video games designed for this study for pedagogical purposes. An approach combining two quantitative instruments was employed: knowledge assessment tests and a student perception questionnaire. The results show a significant improvement in students’ higher-order cognitive skills, particularly in the dimensions of applying, analyzing, and evaluating. Furthermore, students demonstrated a positive attitude toward the use of video games as a learning tool. Therefore, this study confirms that the integration of GBL methodology at the university level can effectively contribute to the development of higher-order cognitive skills among teachers in initial training. However, further research is recommended to examine its long-term impact and its effectiveness across different levels of education. Full article

Background/Objectives: In interceptive sports like volleyball, the ability to accurately time an action relative to a moving object (Coincidence Anticipation Timing—CAT) is critical. This study investigated the effects of a structured 8-week deliberate practice intervention on CAT accuracy and its long-term retention in young female athletes. Methods: Thirty-two female volleyball players (aged 8–10 years) were randomly assigned to an Experimental Group (EG, n = 16) and a Control Group (CG, n = 16). The EG underwent a specialized 8-week training program focusing on progressive cognitive load and immediate knowledge of results, while the CG followed standard volleyball training. A single-blind assessor measured CAT at two velocities (5 mph and 10 mph) using the Bassin Anticipation Timer at three time points: pre-test, post-test, and a 2-month retention test. Results: ANCOVA revealed a significant group-by-time interaction (p < 0.001), with the EG demonstrating a substantial reduction in absolute timing error. The effect size was markedly higher at 10 mph (partial η² = 0.400) compared to 5 mph (partial η² = 0.197). Crucially, the EG maintained their performance gains during the retention test (p < 0.05), whereas the CG showed no significant improvement over time. Conclusions: Targeted deliberate practice effectively enhances temporal prediction accuracy in children, likely by facilitating a shift from reactive to predictive motor control. The robust retention of these skills underscores the significant neuroplasticity of the 8–10 age window, suggesting that early foundational timing interventions provide long-lasting benefits for athletic development. Full article

This study provides empirical evidence on the reading and writing profile of adolescents with twice-exceptionality (2e), specifically those presenting both intellectual giftedness and dyslexia (G-D). Using a quantitative approach, the performance of the G-D group was compared with that of gifted students without dyslexia (G) and students with dyslexia without intellectual giftedness (D) in a sample of Spanish secondary school students. The results indicate that G-D adolescents exhibit a heterogeneous performance pattern across literacy-related measures, characterized by relative weaknesses in lexical and syntactic processes alongside comparatively stronger performance in semantic skills. Although they do not systematically outperform or fall behind the other groups, in specific subtests, G-D students show significantly higher scores than the D group and lower scores than the G group in global reading measures, particularly in the General Reading Index and comprehension tasks. These findings highlight the heterogeneous nature of the G-D profile and suggest that cognitive strengths associated with intellectual giftedness may partially compensate for difficulties related to dyslexia. Understanding this dual profile is essential for improving identification processes and for designing more precise and responsive interventions. Full article

Mental health disorders among adolescents have risen significantly in recent years, particularly following the COVID-19 pandemic, highlighting the need for effective preventive and supportive interventions. Nurses play a key role in the promotion, early detection, and management of mental health issues in adolescents, both in school and community settings. This study aimed to synthesize quantitative and qualitative evidence on the role, effectiveness, and implementation of nursing interventions for adolescent mental health. A systematic mixed-methods review was conducted in accordance with the PRISMA 2020 guidelines. It was registered in PROSPERO (CRD42024502076). Databases including PubMed, Scopus, SciELO, Dialnet, BVS, and Cuiden were searched for studies published between 2014 and 2024. Twelve studies met the inclusion criteria, comprising randomized and non-randomized quantitative studies, qualitative studies, and previous reviews. The interventions identified included cognitive-behavioral therapy programs, resilience and life skills training, physical activity initiatives, digital interventions, and mental health literacy strategies. Overall, the findings suggest improvements in symptoms of anxiety and depression, coping skills, resilience, and knowledge about mental health, particularly in structured school-based programs. Qualitative evidence highlighted the importance of accessibility, multidisciplinary collaboration, cultural sensitivity, and sustained commitment for successful implementation. However, considerable heterogeneity was observed in study designs, interventions, and outcome measures. In conclusion, nursing interventions can make a positive contribution to adolescents’ mental health, particularly in school and community settings. However, further rigorous, long-term studies are needed to strengthen the evidence base. Full article

As digital transformation continues to reshape organizational operations, cultivating sustainable enterprise resource planning (ERP) competencies has become increasingly important for aligning higher education with industry needs. However, ERP learning is often characterized by high levels of complexity and may present substantial cognitive challenges for novice learners. Grounded in the People–Process–Technology (PPT) framework, this study conceptualizes Core ERP Competencies through three dimensions: System Operation Skills (technology dimension), Business Process Understanding (process dimension), and Perceived Overall ERP Capability (integration dimension). Drawing upon Cognitive Load Theory and pedagogical scaffolding principles, this study conceptualizes System Experience Configuration (SEC) as an instructional configuration framework that operationalizes different allocations of structured instructor guidance and autonomous system practice during flipped-classroom learning activities. A field-based quasi-experimental design was implemented in an undergraduate ERP course, involving unit-specific between-class comparisons across different SEC exposure sequences. Three levels of SEC were examined: Moderate, High, and Very High. To maintain an exploratory and theory-informed approach, non-directional hypotheses were developed to investigate whether different SEC conditions were associated with differences in ERP learning outcomes. Objective learning outcomes were assessed through unit-specific performance measures of System Operation Skills and Business Process Understanding, while Perceived Overall ERP Capability was evaluated through student self-reports after experiencing all three SEC conditions. The findings indicate that learning outcomes did not consistently improve as the proportion of autonomous practice increased. Across several unit-specific comparisons, the High SEC condition was associated with stronger performance than the Very High SEC condition, suggesting that extensive reductions in structured instructional support were not consistently associated with superior outcomes for novice ERP learners. At the same time, the results varied across competency dimensions and instructional units, indicating that the relationship between instructional guidance and learning outcomes may not be adequately explained by the assumption that increasing autonomous practice consistently improves performance. Given the design of the study, these findings should be interpreted as evidence of associations between instructional configurations and learning outcomes rather than as definitive causal effects. The findings are particularly relevant to hybrid information systems courses that combine hands-on practice with conceptual understanding, such as ERP and database education. Rather than assuming that increased practice time invariably leads to superior learning outcomes, educators may need to consider how different balances between guidance and autonomous practice support different dimensions of ERP learning. This study contributes empirical evidence regarding instructional configuration decisions in flipped ERP learning environments and provides practical implications for designing balanced learning experiences in complex digital learning contexts. Full article

Healthcare professionals must acquire and maintain both declarative knowledge and fine psychomotor skills across a wide range of clinical procedures. Human working memory is physiologically limited, and the high cognitive demands of clinical environments frequently contribute to medical errors and adverse events. Intra-individual performance variability—driven by fatigue, stress, and motivation—represents a further challenge that conventional medical safety education has not adequately addressed. According to the World Health Organization, patient harm ranks fourteenth in the global burden of disease, with approximately 10% of hospitalised patients in high-income countries experiencing harm within healthcare facilities. This study reports the design, theoretical rationale, and preliminary outcomes of an augmented reality (AR) glasses system for hands-free, self-directed medical procedural training, developed from a human factors and ergonomics (HFE) perspective. The system integrates a see-through head-mounted display (HMD; Epson Moverio BT-40S), bone-conduction earphones (Shokz OpenComm), and an industrial-grade voice recognition application (NEC Solution Innovators), achieving fully hands-free operation compatible with aseptic technique. Content design is grounded in cognitive load theory (CLT) and the cognitive theory of multimedia learning (CTML), extended by neuroscientific evidence on multisensory integration and memory consolidation. More than 40 procedure-specific modules have been developed in-house at Tokyo University of Technology, spanning airway management, vascular access, respiratory therapy, dialysis, and cardiac support. In a four-year longitudinal survey (virtual reality (VR) simulator; n = 286), major satisfaction items consistently exceeded the scale midpoint. In an AR endotracheal suctioning cohort (n = 38/22), procedural flow understanding was rated 3.95/5.0. A peer-reviewed randomised controlled trial (Clinical Simulation in Nursing, n = 36) demonstrated significantly superior skill improvement (p < 0.001) and learning motivation (p = 0.001) in the AR group versus textbook self-practice. Principal ergonomic limitations of current HMD hardware—excessive weight, narrow field of view, and absence of medical-grade certification—are documented, and AI-based real-time procedural assessment is identified as a priority for the next research phase. Full article

Handball requires athletes to sustain intermittent high-intensity effort while maintaining rapid cognitive processing and technical skills. Caffeine is widely used as an ergogenic aid, yet its dose-dependent effects across physical, cognitive, and technical performance outcomes remain unclear in female handball players. This randomized, double-blind, placebo-controlled crossover study examined the acute effects of low-dose caffeine (LCAF; 3 mg/kg), moderate-dose caffeine (MCAF; 6 mg/kg), and placebo (PLA) in trained female handball players. Participants (n = 20) completed three experimental sessions separated by 72 h. Cognitive performance was assessed using the Simplified Eriksen Flanker Test, throwing performance was evaluated through maximal ball velocity, and intermittent running capacity was measured with the Yo-Yo Intermittent Recovery Test Level 1. Both LCAF and MCAF significantly improved Yo-Yo performance compared with PLA (η²p = 0.415, representing improvements of approximately ~23.5% and 29.0%), with no difference between caffeine doses. MCAF significantly reduced overall Flanker response time (η²p = 0.486, ~18.5%) and congruent and incongruent trial response time compared with PLA and LCAF. No significant effects were observed for throwing velocity, Flanker accuracy and interference scores. These findings suggest that acute caffeine intake has performance-specific effects in female handball players: intermittent running performance responded to both doses, whereas cognitive enhancement was limited to response time, with no improvements in inhibitory control or accuracy. Full article

We aimed to explore the personal and functional factors influencing the disaster or emergency coping abilities of individuals with intellectual disabilities. To this end, this study analyzed relationships among personal factors (such as sex, age, presence of comorbid disabilities, and educational level) and functional factors (such as cognitive level and communication difficulties) using data from the disaster or emergency coping ability survey included in the 2024 Panel Survey on Work and Life of Individuals with Developmental Disabilities. In total, 1952 caregivers of individuals with intellectual disabilities responded to the survey. The analysis revealed that the level of disaster or emergency coping skills among individuals with intellectual disabilities was low. Sex, educational level, and cognitive and communication difficulties were identified as significant factors related to coping skills. Educational level was found to specifically influence the ability to evacuate oneself, a subdomain of disaster and emergency coping skills. The findings of this study suggest that systematic education and support, considering individual cognitive and communication characteristics, are necessary to improve the disaster or emergency coping abilities of individuals with intellectual disabilities. Full article

(1) Background: The present scoping review sought to map the characteristics of theatre-based interventions and their reported effects on social interactions, social communication, anxiety, and broader psychosocial functioning of individuals with Autism Spectrum Disorder (ASD). (2) Methods: A search was conducted in the Scopus, ERIC, and PubMed databases, and manually with specific terms under PRISMA guidelines and the PCC framework. Eleven studies met the inclusion criteria. (3) Results: Most of the studies were conducted in the United States over the past 15 years. The interventions were categorized according to the method used in each study. All the studies included children and adolescents as samples, with only one study including adults. The SENSE Theatre Program was the most frequently applied method. There was some heterogeneity in the duration and number of sessions applied. Improvements were observed in social cognition, behavior, interaction, social and psychological functioning, language-related areas, and the maintenance and generalization of acquired skills, with a reduction in anxiety levels. (4) Conclusions: Although the studies were limited, theatre-based interventions and dramatherapy appear to be a promising therapeutic approach that remains largely unexplored. Further research is crucial to enriching the existing literature, filling current gaps, and establishing a protocol that integrates the aforementioned interventions into clinical practices for both children and adults with ASD. Full article

Introduction: Children diagnosed with hemato-oncological cancers need intensive medical treatments and prolonged hospitalizations, which are associated with increased risk of impairment across multiple neurodevelopmental domains, particularly when exposure occurs within the first three years of life. Objective: This pilot study aimed to explore early language performance in children under 36 months of age hospitalized in a pediatric hemato-oncology unit and to preliminarily investigate changes over time and potential associations with an early speech–language stimulation intervention based on shared reading. Specifically, the study investigated differences between language comprehension and production, as well as variations in linguistic outcomes according to gender and pathology type (liquid vs. solid). Methods: The study employed a sample of 29 children aged 2 to 36 months (M = 20.76, SD = 9.52). Baseline linguistic assessment was conducted using observational measures across multiple language domains, including lexical development (PinG), morphosyntactic abilities (PCGO, GALS), and articulatory skills (BAMF), together with an evaluation of general cognitive functioning (Griffiths). The intervention consisted of in-person shared reading sessions combined with concurrent parental counseling. Exploratory analyses were performed to examine changes over time and group-related differences. Results: Among the sample, lexical comprehension exceeded production (p < 0.001). Sex differences emerged only for lexical comprehension, with males performing worse than females (p = 0.048). Comparisons by diagnosis showed that children with solid tumors had significantly better articulation than those with hematologic malignancies (p = 0.018), with a trend toward higher morphosyntactic production. Longitudinal analyses on 13 children re-evaluated after six months of weekly shared reading intervention showed potential improvements in articulation, lexical production, and morphosyntactic production (all p < 0.01). Conclusions: These preliminary findings suggest that children in pediatric hemato-oncology settings may be vulnerable to expressive language difficulties. Shared reading interventions may represent a promising supportive approach for early language stimulation; however, further studies with larger samples and controlled designs are needed to better understand their potential contribution and effectiveness. Full article

The transition toward a digital and knowledge-based economy has fundamentally transformed the drivers of labor productivity, raising important questions about its sustainability, inclusiveness, and long-term resilience. In this context, understanding the role of future-oriented competencies becomes essential for both economic performance and sustainable development. The aim of this article is to examine the relationship between selected indicators of digitalization and human capital and labor productivity, with particular reference to future-oriented competencies in the context of ongoing labor market transformation. The study relies on secondary analysis of data and reports published by international organizations and research institutions, particularly the World Economic Forum (WEF), the International Labour Organization (ILO), and the OECD. The research combines content analysis, comparative analysis, and selected statistical methods, including correlation and regression techniques, supported by data triangulation. The results suggest that future-oriented competencies, especially digital, cognitive, and social skills, are strongly associated with higher levels of labor productivity. At the same time, productivity growth increasingly depends on the effective integration of technological advancement with human capabilities, which is critical for building resilient and inclusive economies. The study emphasizes the need to invest in competency development, encourage innovation-driven organizational cultures, and implement flexible work arrangements that support sustainable productivity, digital inclusion, and employee well-being. The development of future-oriented competencies may also help reduce structural inequalities and improve the adaptability of labor markets. In addition, the study contributes to the existing literature by linking labor productivity with future competencies within the broader context of digital transformation and sustainable development. Full article