Search Results (497)

Background/Objectives: Children with hearing loss (HL) could experience significant fatigue which compromises their performance. The effort related to the combination of HL and visual impairment in children affected by Usher syndrome (USH) could compromise mental health, socio-emotional behavior and academic achievement. The aim of the present study was to analyse the listening effort in USH cases types 1 and 2 and its relation to age, molecular diagnosis, visual field, visual acuity, degree of HL, vestibular impairment and spatial orientation. Methods: This was a retrospective monocentric study. Twenty children with genetically confirmed USH (USH2 in 15/20–75% and USH1 in 5/20–25%), age range 3–17 years (mean 9.6 ± 4.7), underwent: the Vanderbilt fatigue scale questionnaire (VFS), audiological and vestibular assessment including the Oldenburg Matrix test in Italian and video head impulse test (VHIT), sound localization test and ophthalmologic examination. Results: We observed a more pronounced HL and deteriorated vestibular function in those with USH1. They also employed significantly more time and head movements to localize sounds compared to USH2 and had the worst visual field on eye examination. The VFS did not show significant differences between the two groups, with the exception of the physical fatigue reported by parents. Mean VFS was linearly related to age, the hearing threshold of the worse ear, data logging hours of hearing device, time and head movements of the localization test, VHIT asymmetry and balance problems referred by parents and the visual field. USH type 1 had no greater risk of fatigue than USH2. Profound hearing loss, data logging of hearing device < 8 h a day, difficult localization test, balance problems and low retinal sensitivity represented risk factors for listening effort measured with VFS. Conclusions: Listening effort in difficult environments such as school rooms in USH patients is not only associated to hearing function but also to the spatial awareness determined in part by vestibular and visual function. Teachers should be informed and made aware of multiple comorbidities in order to facilitate learning. Full article

This participatory action research (PAR) study explored the diversity and cultural competencies essential for working effectively and appropriately with diverse patients in healthcare and healthcare education. Ninety-four (94) medical students participated in two PAR cycles, engaging in brainstorming, group exercises, collaborative work, discussions, reflections, and role-plays. Together, they addressed the central question regarding the diversity and cultural competencies that are necessary for working effectively with diverse patients in healthcare. Participants identified eight core competencies, namely open-mindedness, empathy and cultural empathy, deep listening, explore further, knowledge, self-reflection, work in partnership, and praise the patient. They also ranked these competencies and explained their significance in healthcare settings. Based on participants’ explanations, a thematic network was developed, illustrating how these competencies interrelate. The analysis highlighted that these competencies must function together to foster a deeper understanding of patients, ultimately contributing to improved health outcomes. This interrelationship is represented in the Wheel Model proposed in the study, showing that empathy and cultural empathy sit at the center of the wheel, supported and reinforced by the other competencies all of which interact to enable the wheel to roll smoothly. Interestingly, the driving force seems to be the competency “open mindedness” as it puts most of the rest competencies in motion. The study also revealed that participants came to appreciate the importance of these competencies gradually, particularly after engaging in specific diversity-related activities and completing the two PAR cycles. This finding highlights that prior experience or knowledge alone might be insufficient for working effectively with diversity, underscoring the need for lifelong training, continuous learning, and the accumulation of relevant experience. In the absence of other PAR on diversity and cultural competencies in healthcare and healthcare education, the findings of this study both align with and diverge from those of Delphi studies, offering new directions for future research. Full article

This study examines the motivational and sustainability effects of an Anki-based, individualized project-based learning (PBL) model in an elementary Hindi language course. Conventional PBL approaches in language education typically rely on collaborative, production-focused tasks that can be demanding for novice learners and usually conclude when the final project is submitted, leaving little structured support for continued practice. In this study, script, vocabulary, expression, sentence patterns, and pronunciation are not treated as background work but defined as the core pedagogical problem. Over the semester, each learner builds and refines a personalized Anki deck—a multimedia flashcard system based on spaced repetition—designed to support Devanagari word and sentence recognition, pronunciation practice, listening comprehension, and vocabulary retention. Each student constructed an individual deck aligned with course content, selecting vocabulary items, creating example sentences, and developing personalized memory cues that matched their learning pace and needs. Motivation was measured with a modified Instructional Materials Motivation Survey (IMMS) using only positively worded items to enhance reliability. Results showed consistently high scores across all ARCS domains, particularly for Confidence (M = 3.86) and Satisfaction (M = 3.93). Female students reported higher average scores, but gender showed no association with motivational grouping. Strong correlations among ARCS dimensions indicated consistent engagement across motivational components. Cluster analysis identified two groups of learners: highly motivated learners who treated deck creation as an ongoing learning resource, and less motivated learners who still maintained scores above the neutral midpoint—engaged enough to manage typical beginner challenges. The findings suggest that Anki-based PBL can make project-based learning workable at the novice level. By positioning deck creation as both the problem students solve and the tool they build, the model integrates continuous, self-paced practice into the project structure rather than treating it as a one-time deliverable. This design responds to a familiar gap in beginner language instruction: what happens when formal scaffolding ends. Unlike conventional PBL, which concludes with project submission, this approach creates a resource learners can use independently over time, embedding ongoing vocabulary retention and autonomous practice into the learning experience itself. Full article

Background: Although the Shared Affective Movement Experience (SAME) model suggests the crucial role of imitation and synchronization in music-induced emotion, their application in teaching settings remains largely unexplored. Objectives: This study compared the “Body Rhythm Teaching Method,” based on the principle of mimicking musical elements through bodily movements, with traditional lecture-based instruction. It examined the effects of both teaching approaches on brain activation patterns, measured via functional Near-Infrared Spectroscopy (fNIRS) hyperscanning and instructional outcomes (assessed through musical emotion processing and teaching quality evaluations). The aim was to investigate their efficacy in enhancing students’ musical emotional processing abilities. Methods: A total of 3 teachers and 103 student participants were randomly assigned to the lecture teaching group (n = 35), the body rhythm teaching group (n = 35), or the control group (n = 33). The musical materials used across all three groups were identical, with only the teaching methods differing. fNIRS hyperscanning imaging was employed throughout the process to record brain activity. Results: Results indicate that the body rhythm group significantly outperformed other groups in both behavioral and neural metrics. Specifically, during the post-test music-listening phase, participants in this group not only reported higher emotional arousal but also exhibited stronger activation levels in the bilateral frontopolar cortex (FPC) associated with multisensory integration—both significantly higher than those in the lecture group and control group. Furthermore, during instruction, students in the body rhythm group rated teaching quality higher and exhibited significantly stronger teacher–student IBS across multiple brain regions involved in socio-emotional processing. These included the left orbitofrontal cortex (lOFC) for interoceptive emotion processing, the left frontopolar cortex (lFPC) for multisensory integration, and the right superior temporal gyrus (rSTG) for social interaction. In contrast, the lecture teaching group only showed significantly higher emotional valence ratings compared to the control group. Conclusions: This study confirms the role of imitation and synchronization mechanisms in the SAME model for music-induced emotional responses, providing a neuroscientific basis for teaching practice. Full article

Background: Effective communication with mechanically ventilated patients is essential to delivering patient-centered care and ensuring psychological well-being. However, barriers such as limited verbal ability and lack of communication tools often challenge ICU nurses’ ability to interact with these patients. This study aimed to assess the communication strategies used by ICU nurses in Jordan, with a focus on their knowledge, experience, and practice regarding augmentative and alternative communication (AAC) methods. Methods: A cross-sectional descriptive survey was conducted among ICU nurses from 11 hospitals in Jordan (governmental, private, and military). A validated 21-item questionnaire assessed communication strategies across four domains: traditional (unaided), aided (AAC), orientation, and assessment/planning. Responses were analyzed using descriptive statistics, Friedman and Kruskal–Wallis tests. Results: Out of 240 invited nurses, 237 participated (98.75% response rate). Traditional unaided strategies (e.g., gestures, yes/no questions, slow speech) and assessment/planning techniques were most frequently used (median = 3.83 and 4.00, respectively), while aided AAC strategies (e.g., boards, electronic tools) were least utilized (median = 3.25). Within-group comparisons showed significant differences in communication practices across subgroups, particularly in relation to years of experience and education level (p < 0.05). Despite having time to listen to patients, many nurses reported lacking reliable communication methods. Conclusions: Jordanian ICU nurses predominantly rely on traditional communication methods when interacting with conscious mechanically ventilated patients, with limited adoption of aided AAC strategies. These findings highlight a pressing need for targeted nurse training, policy support, and improved access to AAC tools to enhance communication and patient outcomes in critical care settings. Full article

Music serves as a powerful tool for emotion regulation, particularly in adolescents, who experience emotional challenges. Understanding the determinants shaping their perception of musical emotions may help optimize music-based interventions, especially for those with ADHD. This online study examined how familiarity, musical affinity, and ADHD diagnosis influence adolescents’ judgments of musical excerpts in terms of arousal and emotional valence. A total of 138 adolescents (38 ADHD, 100 controls) rated 55 excerpts for arousal, valence, and familiarity using 10-point Likert scales. Musical affinity was conceptualized as a multidimensional construct encompassing musical experience, listening diversity, and receptivity to musical emotions. A cluster analysis identified two affinity profiles (low and high), and ANCOVAs tested the effects of affinity, ADHD, and familiarity on arousal and valence judgments. Familiarity strongly affected both arousal and valence. High-affinity adolescents judged excerpts as more pleasant and familiar, though arousal ratings did not differ between affinity profiles. Familiarity effects on emotional valence were stronger among lower-affinity adolescents. ADHD status did not significantly affect ratings. Overall, the study underscores music’s potential for emotion regulation and its relevance in educational, clinical, and self-care contexts. Full article

Immersive virtual reality (VR) offers promising approaches for engaging with difficult heritage and human rights issues, potentially fostering deeper emotional connections than traditional media. This paper presents a mixed-methods evaluation of Nobody’s Listening, a VR experience documenting the Yazidi genocide in Iraq (2014–2017). Employing a historical empathy framework, the study analyses pre- and post-experience surveys, interviews, and observational data from 127 non-Yazidi participants across five Iraqi cities. It contributes a replicable framework for evaluating immersive heritage experiences, assessing how VR can foster emotional engagement, raise human rights awareness, and inspire positive action. Findings reveal substantial impact across cognitive, emotional, and behavioral domains: 85% reported increased awareness of the genocide, 71% gained new knowledge of Yazidi culture, and over 80% experienced intense emotional reactions, including empathy, grief, and shock. When describing what impressed them most, 57% demonstrated historical empathy (including contextualization, perspective taking, and affective connection). Notably, 92% believed justice had not been served, with many expressing intentions to support advocacy. Our findings suggest that VR’s impact in post-conflict contexts stems not solely from immersion, but from resonance with participants’ own trauma histories—activating empathy through analogical recognition and collective memory. The study offers key design and ethical principles, including cultural specificity, survivor testimony, community consultation, and trauma-informed evaluation. These insights contribute to inclusive heritage interpretation, reconciliation, and human rights education. Full article

Background/Objectives: Cochlear implants (CIs) are a common treatment of severe-to-profound hearing loss and provide reasonable speech understanding, at least in quiet situations. However, their limited spectro-temporal resolution restricts sound quality, which is especially crucial for music appraisal. Many CI recipients wear a hearing aid (HA) on the non-implanted ear (bimodal users), which may enhance music perception by adding acoustic fine structure cues. Since it is unclear how the HA should be fitted in conjunction with the CI to achieve optimal benefit, this study aimed to systematically vary HA fitting parameters and assess their impact on music sound quality in bimodal users. Methods: Thirteen bimodal CI recipients participated in a listening experiment using a master hearing aid that allowed controlled manipulation of HA settings. Participants evaluated three music excerpts (pop with vocals, pop without vocals, classical) using the multiple-stimulus with hidden reference and anchor (MUSHRA) test. To assess the reliability of individual judgments, each participant repeated the test, and responses were analyzed with the eGauge method. Results: Most participants provided reliable and consistent sound quality ratings. Compared to a standard DSL v5.0 prescriptive fitting, modifications in compression settings and low-frequency gain significantly influenced perceived music quality. The effect of low-frequency gain adjustments was especially pronounced for pop music with vocals, indicating stimulus-dependent benefits. Conclusions: The study demonstrates that HA fitting for bimodal CI users can be optimized beyond standard prescriptive rules to enhance music sound quality by increasing low-frequency gain, particularly for vocal-rich pieces. Additionally, the testing method shows promise for clinical application, enabling individualized HA adjustments based on patient-specific listening preferences, hence fostering personalized audiology care. Full article

This study demonstrates that nature play meaningfully supports children’s well-being, engagement, sense of belonging, and connection to nature. Over 10 weeks, Year One students (n = 25) from a metropolitan government school in Sydney Australia, participated in a Bush School program, experiencing it as a space of joy, calm, challenge, and growth. Children came to see Bush School not as a break from learning but as a different kind of learning: active, relational, and purposeful. Using a quasi-experiment mixed-methods design, including reflective journals, self-report tools, and class assessments, the study found no negative impact on reading or mathematics outcomes, addressing concerns about lost instructional time. Instead, nature play enhanced number and algebra development, self-regulation, collaboration, and motivation to learn. The findings from this study highlight the potential of nature play to complement formal education in a developmentally appropriate way. Moreover, embedding nature play into mainstream schooling provides a timely and relevant response to current challenges facing education. The study also highlights the importance of listening to children as capable meaning-makers with valuable perspectives. In an era of growing pressure on children and schools, nature play invites a shift in mindset; to slow down, trust children, and embrace the natural world as a co-teacher. Full article

This paper presents Macalla, a practice-based research project investigating how architectural spaces function as co-creative instruments in Ambisonic choral composition. Comprising four original compositions, Macalla employed Nelson’s praxis model, integrating creative practice with critical reflection through iterative cycles of composition, anechoic vocal recording, and site-specific re-recording. The project explored six contrasting architecturally significant spaces including a gaol, churches, and civic offices. Using a stop-motion stem playback methodology, studio-recorded vocals were reintroduced to architectural spaces, revealing emergent sonic properties that challenged compositional intentions and generated new musical possibilities. The resulting Ambisonic works were disseminated through multiple formats including VR/360 video via YouTube, Octophonic concert performance, and immersive headphone experiences to maximize accessibility. Analysis of listener behaviours identified distinct engagement patterns, seekers actively hunting optimal positions and dwellers settling into meditative reception, suggesting spatial compositions contain multiple potential works activated through listener choice. The project contributes empirical evidence of acoustic agency, with documented sonic transformations demonstrating that architectural spaces actively participate in composition rather than passively containing it. This research offers methodological frameworks for site-specific spatial audio creation while advancing understanding of how Ambisonic technology can transform the composer-performer-listener relationship in contemporary musical practice. Full article

Accurate spatial sound localization is critical in flight simulators for enhancing situational awareness and pilot training effectiveness, particularly for diagnosing severe faults like engine surge which emit directional sound cues. However, existing spatial audio systems are primarily optimized for a single central listening position, failing to provide consistent localization accuracy for pilots seated in naturally off-center positions within the cockpit. To bridge this gap, this paper proposes a novel compensation method incorporating near-field loudspeakers. A comprehensive mathematical model for multiple off-center listening points is established based on acoustic velocity and energy vector theory. We further formulate a dual-phase optimization framework: a multi-objective model employing the NSGA-II algorithm to Pareto-optimize the trade-off between minimizing localization error and maximizing spatial stability, followed by a maximin model that guarantees robustness during head movements. A formal listening experiment demonstrates that the proposed optimized design significantly improves both localization accuracy and stability over conventional uniform layouts, thereby enhancing the fidelity and safety of flight simulation training. Full article

Auditory cues are an important, though often overlooked, component of the multisensory experience of food consumption, directly influencing consumer perception and enjoyment. This study investigates how prior food-related experiences affect the perception and preference for food sounds, with a focus on artisanal bread, a popular staple food with distinctive auditory characteristics. A group of 113 participants was recruited and assigned to one of the two groups: 53 attended a bread-making workshop to establish enriched audiovisual associations, while 60 watched bread-making videos online, which represented a comparatively limited form of sensory engagement. Participants rated their perceived comfort levels for three distinct bread-related food sounds before and after the intervention. Sound recognition performance was also assessed as well as the appeal of the sounds. The results revealed that those who attended the workshop evaluated the close-up food sounds significantly more positively than those who watched the videos instead. Furthermore, regression analyses revealed that greater visual involvement during the workshop/watching videos was associated with increased comfort and decreased annoyance for the close-up bread sounds. These findings underscore the importance of multisensory integration experiences, particularly audiovisual integration, in shaping consumer responses and preferences for food sounds. To make sure that consumers feel comfortable and even hungry when they listen to food-related audial content, it is beneficial to incorporate familiar food sounds and, where possible, reinforce these with visual or experiential cues. Content that leverages multisensory associations and aligns with listeners’ prior experiences is likely to be more effective in eliciting positive sensory and emotional responses. Full article

Gifted students often display advanced verbal abilities that facilitate second language acquisition; however, when instruction is insufficiently stimulating, they may experience boredom and demotivation. Due to rising interest in immersive technologies such as augmented reality (AR) and limited evidence of their impact on gifted language learners, a systematic scoping review was necessary to synthesise existing research and identify gaps. It examined the impact of AR on both linguistic development and motivational outcomes among gifted learners in ESL/EFL contexts. It was preregistered in the Open Science Framework (OSF) and conducted according to PRISMA-ScR guidelines. Eligible studies included gifted learners in ESL/EFL contexts, published between 2020 and 2025 in English, Spanish, French, or Italian. Exclusion criteria comprised non–peer-reviewed papers and studies unrelated to AR. Searches were conducted in Scopus, Web of Science, ERIC, and Redalyc. A total of 34 studies were included. Findings indicate that AR interventions improve vocabulary, listening, pronunciation, and fluency; writing also benefits, although grammar remains challenging. AR enhances intrinsic motivation, reduces anxiety, and fosters engagement, especially in younger learners. The results suggest that AR can be a valuable tool in EFL/ESL classrooms to support both linguistic development and motivation among gifted students, though sustainable implementation requires overcoming technological and pedagogical barriers. Full article

Music plays an increasingly vital role in modern society, becoming a fundamental part of everyday life. Beyond entertainment, it contributes to emotional well-being by helping individuals express their feelings, process emotions, and find comfort during different life moments. This study explores the emotional impact of Ed Sheeran’s lyrics and Sia’s lyrics on listeners. Using an exploratory approach, it applies a text mining tool to extract data, identify key dimensions, and compare thematic elements across both artists’ work. The analysis reveals distinct emotional patterns and thematic contrasts, offering insight into how their lyrics resonate with audiences on a deeper level. These findings enhance our understanding of the emotional power of contemporary music and highlight how lyrical content can shape listeners’ emotional experiences. Moreover, the study demonstrates the value of text mining as a method for examining popular music, providing a new lens through which to explore the connection between music and emotion. Full article

This paper reconceptualizes intellectual safety in mathematics spaces by centering the voices and lived experiences of BIPOC students. The marginalization of BIPOC students is compounded by structural racism, historical exclusion, and deficit narratives that continue to shape academic environments, especially in mathematics contexts. While definitions of intellectual safety reflect white, Eurocentric norms, we argue that for BIPOC students, intellectually safe environments must be anti-racist, culturally responsive, and rooted in belonging. We started with existing definitions of intellectual safety and incorporated a more critical approach to sense of belonging. Through ethnographic research design we gathered student interviews and daily journal entries from a 12-day anti-racist mathematics summer institute for secondary students. Analysis revealed that while existing attributes captured much of the scholar’s joy, cultural affirmation, and belonging, new themes, like pride/confidence, clarity/transparency, and being listened to, emerged directly from how students experienced intellectual safety in practice. This led to a refinement of our initial conceptualization. This study provides insight into how intellectual safety manifests in a space intentionally designed to support BIPOC youth in exploring mathematics in agentic and culturally sustaining ways. Full article