Search Results (819)

Cultural heritage museums, as integral components of the urban built environment and public cultural space, not only preserve historical memory but also subtly shape visitors’ psychological experiences and well-being. Yet the mechanisms linking museum environmental quality with visitor mental experiences remain insufficiently explored. Drawing on 10,684 visitor reviews collected from Dianping, Weibo, and Ctrip, this study applies text mining and semantic analysis to construct an evaluation framework of visitor behavioral preferences and psychological experiences in heritage museums. The findings show that attention to spatial remains, historical artifacts, and cultural symbols is closely associated with positive emotions such as mystery, awe, and beauty, while adverse environmental conditions such as queuing and crowding often trigger negative feelings including fatigue, disappointment, and boredom. Further analysis reveals a clear pathway linking objects, behaviors, and experiences: spatial remains evoke psychological resonance through immersive perceptions of authenticity; artifacts are primarily linked to visual pleasure and emotional comfort; and cultural symbols are transformed into cognitive gains and spiritual meaning through interpretation and learning. Cross-regional comparison highlights significant differences among museums with distinct cultural backgrounds in terms of architectural aesthetics, educational value, and emotional resonance. This study not only offers a practical framework for the refined management and spatial optimization of heritage museums, but also demonstrates that high-quality cultural environments can promote mental health and emotional restoration. The results extend the interdisciplinary framework of museum research and provide empirical evidence for environmental improvement and public health promotion in cultural heritage spaces in the digital era. Full article

This study investigates the applicability of the Japanese forest education model, exemplified by the Whole Earth Nature School (WENS), to environmental education programs within urban parks and botanical gardens. Focusing on WENS’s approach—characterized by immersive natural experiences, innovative facilitation techniques, and support from interdisciplinary educator teams to foster independent thinking through experiential learning—the research identifies three transferable insights: (1) Reorienting educational philosophy to prioritize nature-based learning for holistic development, particularly within urban green spaces; (2) Developing localized curricula that leverage the unique ecological resources of specific park and garden environments; (3) Establishing dedicated professional development systems for educators focused on site-based pedagogy. The findings demonstrate that adapting the forest education model can significantly enhance environmental education initiatives in urban parks and botanical gardens, which offers actionable strategies for integrating experiential nature learning into their educational planning. Full article

Immersive virtual reality (IVR) has demonstrated significant potential in educational contexts. Nonetheless, prior IVR implementations have primarily focused on visual and auditory simulations, neglecting olfaction, which has limited immersive learning. To address this gap, we conducted an experimental study involving 64 students to examine the impact of integrating olfactory stimulus into IVR systems for fire safety training. Participants were randomly assigned to the control group (without olfactory stimulus, n = 32) or the experimental group (with olfactory stimulus, n = 32). The results indicated that the integration of olfactory stimulus significantly promoted high-arousal positive emotions, increased sense of presence, and reduced cognitive load—although it did not significantly improve learning performance. Thematic analysis further revealed that the incorporation of olfactory stimulus provided learners with an immersive learning experience. Moreover, this IVR system with olfactory stimulus had a high quality of experience. These findings have significant implications for the practice of learning in IVR and multisensory learning theory. Full article

This study investigates how short-term naturalistic immersion shapes the development of evaluative narrative competence in Japanese junior high school students learning English as a foreign language. While prior second language acquisition (SLA) research has established the benefits of input-rich environments, little is known about how implicit learning during brief immersion experiences supports higher-order storytelling skills. To address this gap, we analyzed students’ performance on a standardized problem-solving task and a storytelling task before and after a one-month homestay abroad. Results showed significant post-immersion gains in narrative complexity, with longer stories, greater use of causal and evaluative devices, and increased diversity of expression. Regression analysis revealed that the age of first English exposure strongly predicted outcomes: early starters demonstrated broader and more sophisticated use of evaluative strategies than later starters. These findings suggest that short-term immersion can substantially enhance narrative competence, particularly for learners with early exposure, while highlighting the need for tailored pedagogical interventions to help later starters capitalize on implicit learning opportunities. Full article

The present study developed and evaluated an integrated disaster nursing education program combining functional training and simulator-based learning to address limitations of traditional, theory-driven approaches. Overall, 49 senior nursing students completed the program using a four-stage repeated-measures design. The findings indicated a substantial enhancement in disaster nursing knowledge over time. However, problem-solving ability, learning self-efficacy, and motivation exhibited improvement only in post hoc comparisons. This contradictory yet fundamental finding suggests that knowledge acquisition occurs more directly, whereas problem-solving and motivational competencies require cumulative practice, feedback, and contextual immersion. Educator reflections and student debriefings further underscored the significance of teamwork, communication, and scenario relevance in facilitating learning transfer. Despite its limitations, including a single-site, female-dominated sample, reliance on self-reported measures, and a brief follow-up period, this study makes a significant contribution to the field of disaster nursing education by presenting a sustainable and adaptable model. Incorporation of multi-institutional and longitudinal designs, as well as qualitative analyses of learning processes will be crucial in future studies. This will ensure the study’s generalizability and long-term impact. Full article

This article examines the role of digital reconstructions of historical scenes in the teaching of history, highlighting their theoretical foundations, their methods, and the educational benefits they offer. Drawing from perspectives in educational sciences and digital humanities, we explore how the use of 3D modeling, virtual reality (VR), and augmented reality (AR) can create immersive environments that enhance learners’ engagement, curiosity, and critical thinking. After outlining the epistemological and didactic underpinnings—namely constructivism and the investigative approach to history—we detail the practical steps involved in reconstructing historical scenes (documentary research, iconographic analysis, 3D modeling). Two case studies illustrate how virtual reconstructions can bring historical contexts to life, improve knowledge retention, and encourage interdisciplinary collaboration. We then discuss the benefits for students, including improved understanding, motivation, and the development of critical analysis skills. Finally, we address the limitations and challenges associated with this pedagogical approach, such as technical and financial constraints, scientific validation, and teacher training. We conclude by identifying research perspectives, especially regarding the potential of artificial intelligence and collaborative international projects. Ultimately, digital reconstructions can be a powerful educational tool, enabling learners not only to “see” the past but also to reflect upon its complexities and debates. Full article

Hybrid learning spaces may be described as physical environments enhanced by digital technologies, which enable learning scenarios involving both in-person and online participation. This article presents a hybrid learning space designed for higher education. The design of the space has been informed by Lefebvre’s design principles: (a) spatial practice enabling flexible usage scenarios, (b) representations of space conveying openness and adaptability, and (c) representational spaces supporting experiences of presence in both physical and digital form. The article describes design characteristics guiding the implementation of the hybrid learning space and explains corresponding design decisions, such as the use of a wall-sized projection. Further, the article introduces affordances and usage scenarios of the hybrid learning space developed. Moreover, an evaluation study of the hybrid learning space is conducted by means of a 360°-based virtual field trip (VFT). The VFT, led by an educator, serves as preparation for a field trip (FT) to a composting plant two weeks later. Participants of both VFT and FT (N = 11) completed a questionnaire addressing psychological constructs related to learning, including motivation, emotion, immersion, presence, and cognitive load. We report the results of the VFT alongside those of the FT as a baseline. Some notable differences, for example in social presence, suggest areas for further development of the hybrid learning space. Overall, the study characterises key features of hybrid learning spaces, identifies their contribution to high-quality teaching and provides inspirations for their further development. Full article

Teacher preparation programmes must now ensure instructional continuity and quality across face-to-face, online, and hybrid modes, even amid health, climate, or security crises. This mixed-methods study examined which principles policymakers and teacher education directors deem essential for such resilience, and how those principles align with prior research and leadership theory. Semi-structured elite interviews (N = 25) were analyzed inductively to surface field-driven themes and deductively through two models: the ten evidence-based training principles synthesized by Hadad et al. and the six capacities of Striepe and Cunningham’s Crises Leadership Framework (CLF). Results show strong consensus on theory–practice integration, university–school partnerships, and collaborative learning, mapping chiefly to the CLF capacities of adaptive roles and stakeholder collaboration. Directors added practice-oriented priorities—authentic field immersion, formative feedback, and inclusive pedagogy—extending the crisis care and contextual influence dimensions. By contrast, policymakers uniquely stressed policy–academic co-decision-making, reinforcing complex decision-making at the system level. Reflective thinking skills and digital pedagogy, though prominent in the literature, were under-represented, signalling implementation gaps. Overall, the integrated model offers a crisis-ready blueprint for curriculum design, partnership governance, and digital capacity-building that can sustain continuity and quality in pre-service teacher education. Full article

The integration of Virtual Worlds (VW) and Intelligent Tutoring Systems (ITS) represents a transformative advancement in education, combining immersive, interactive learning with AI-driven personalization. This study explores the synergies between these technologies, analyzing their benefits, challenges, and applications in domains such as medical training, STEM education, and language learning. Findings highlight their shared characteristics of adaptability, real-time feedback, and collaborative learning. However, challenges such as computational demands, pedagogical complexity, and ethical concerns must be addressed. Future research should focus on hybrid models leveraging blockchain, IoT, and augmented reality to enhance adaptive and scalable learning experiences. Full article

Lepidium meyenii Walp. (black maca, BM) is a traditional Andean crop increasingly studied for its bioactive potential. This work characterized the phytochemical profile and evaluated the antioxidant, antinociceptive, and neuroprotective properties of a lyophilized aqueous extract of BM hypocotyls. UHPLC-ESI-QTOF-MS/MS identified twelve major compounds, including macamides, imidazole alkaloids, sterols, and fatty acid amides. BM showed a moderate total phenolic content but strong electron transfer-based antioxidant activity in CUPRAC and FRAP assays, together with moderate radical scavenging capacity in ABTS and DPPH systems. In ovariectomized rats, BM significantly reduced brain malondialdehyde levels, mitigated oxidative stress, and improved spatial learning during acquisition in the Morris water maze, confirming its neuroprotective effect. Antinociceptive assays (hot plate, cold plate, and tail immersion) further revealed a rapid but transient increase in nociceptive thresholds. This study provides experimental evidence supporting the analgesic effect of black maca. Molecular docking highlighted lepidiline B and campesterol as key metabolites with strong interactions with redox enzymes, the μ-opioid receptor, and the FAAH enzyme, supporting their role in the observed bioactivities. ADMET predictions indicated favorable oral bioavailability, CNS penetration, systemic clearance, and acceptable safety profiles. These results substantiate the role of black maca as a neuroprotective nutraceutical and highlight its promise as a novel source of rapidly acting natural analgesic compounds. Full article

The aim of this study is to examine the role and use of augmented reality in engineering education by examining the existing literature. A total of 235 studies from Scopus and Web of Science published during 2011–2025 were examined. The study focused on analyzing the main characteristics of the studies, identifying the main topics, and exploring the use of augmented reality in engineering education. The study also highlighted current challenges and limitations and suggested future research directions. Based on the results, 7 main topics arose which were related to (i) Immersive technologies in engineering education, (ii) Gamified learning experiences, (iii) Remote and virtual laboratories, (iv) Visualization and 3D modeling, (v) Student motivation, (vi) Collaborative and interactive learning environments, and (vii) User-centered design and user experience. Augmented reality emerged as an effective educational tool that can positively impact engineering education and support both students and teachers. Specifically, physical, remote, and virtual laboratories that can improve students’ learning performance, motivation, creativity, engagement, and satisfaction can be created through augmented reality. Using augmented reality, students can develop their practical skills and knowledge within low-risk and secure learning environments. Additionally, via the realistic and interactive visualization, students’ knowledge acquisition and understanding can be enhanced. Finally, its ability to effectively support collaborative learning and experiential learning arose. Full article

Unlike traditional control systems that rely on physical input devices, facial gesture-based interaction offers a contactless and intuitive method for operating autonomous systems. Recent advances in computer vision and deep learning have enabled the use of facial expressions and movements for command recognition in human–robot interaction. In this work, we propose a lightweight, real-time facial gesture recognition method, GhostNet-BiLSTM-Attention (GBA), which integrates GhostNet and BiLSTM with an attention mechanism, is trained on the FaceGest dataset, and is integrated with a 3D robot simulation in Unity. The system is designed to recognize predefined facial gestures such as head tilts, eye blinks, and mouth movements with high accuracy and low inference latency. Recognized gestures are mapped to specific robot commands and transmitted to a Unity-based simulation environment via socket communication across machines. This framework enables smooth and immersive robot control without the need for conventional controllers or sensors. Real-time evaluation demonstrates the system’s robustness and responsiveness under varied user and lighting conditions, achieving a classification accuracy of 99.13% on the FaceGest dataset. The GBA holds strong potential for applications in assistive robotics, contactless teleoperation, and immersive human–robot interfaces. 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

Tanacetum balsamita L. is a medicinal and aromatic plant of high economic value, yet its tissue culture and micropropagation protocols remain poorly developed. This study evaluated and compared two in vitro culture systems, semisolid medium (SS) and Temporary Immersion System (TIS), for enhancing biomass production and growth performance, in terms of relative growth rate (RGR), photosynthetic activity, chlorophyll content, antiradical capacity, and anatomical development. The results demonstrated that the TIS significantly improved RGR, photosynthetic performance, and antiradical activity, and promoted the anatomical development that facilitated greenhouse acclimatization. Machine learning (ML) models, including Multilayer Perceptron (MLP) and Random Forest (RF), were employed to predict morphological and biochemical traits. MLP achieved the highest predictive accuracy (R² > 0.95) and lowest error metrics for complex, nonlinear traits such as chlorophyll content and antiradical activity, whereas RF excelled in predicting morphological traits with more uniform variance, such as leaf number and shoot length. Overall, this study demonstrates that the TIS provides a high-yield, economically crucial strategy for the micropropagation of T. balsamita, and that integrating ML-based predictive modeling can enhance parameter optimization and phenotyping precision. This combined approach offers a valuable framework for advancing tissue culture research in medicinal and aromatic plants through both production efficiency and data-driven decision-making. Full article

Learning Natural Sciences represents a key opportunity to spark scientific interest and foster fundamental skills across different educational stages. This study aimed to analyze the influence of motivation on academic performance in the learning of Natural Sciences at various educational levels. To this end, a systematic review method was employed following PRISMA guidelines, consulting the Web of Science and Scopus databases, identifying four relevant studies. The results showed that high levels of motivation were associated with a more positive classroom attitude and better conceptual understanding, which enhanced academic performance. The use of innovative methodological strategies, such as implementing immersive virtual reality in the classroom, PhET simulations (Physics Educational Technology), and the use of hypertext, significantly increased both student motivation and academic performance. The meta-analysis revealed a favorable effect in experimental groups, showing moderate heterogeneity (I² = 49) and significance of p = 0.0001. The concurrence analysis reported that current pedagogical practices should focus on strengthening student autonomy and active engagement, integrating critical reflection, the use of innovative methodological strategies, and technological resources that enhance meaningful learning in scientific literacy. Among the instruments used to measure motivation, the Motivation to Learn Science Questionnaire was identified, and for academic performance, the Motivated Strategies for Learning Questionnaire. In conclusion, the importance of implementing the identified methodological strategies across different educational stages is emphasized, in order to promote competency-based learning through meaningful and innovative acquisition of content in Natural Sciences. Full article