Search Results (104)

Soil moisture (SM) governs land–atmosphere exchanges and strongly influences agricultural management and hydrological assessment, yet high-resolution mapping remains challenging due to sensor-specific confounding effects and limited field observations. This study develops a practical workflow for point-scale SM estimation and wall-to-wall mapping by integrating multi-sensor remote sensing predictors with ensemble learning. A compact predictor set was constructed from Sentinel-2 optical indices, Sentinel-1 SAR descriptors (σVV and the polarization ratio σVH/σVV), and topographic information, collocated with in situ SM measurements along a transect in the study area. Three tree-based regressors—Random Forest, XGBoost, and CatBoost—were trained under an identical feature configuration and evaluated using R², Root Mean Square Error (RMSE), and Mean Absolute Error (MAE) together with predicted–observed diagnostics. A stacking ensemble was then implemented using leakage-controlled K-fold out-of-fold predictions to generate meta-features, with a Decision Tree as the meta-learner tuned via a grid search. Results show that base learners achieve comparable skill (R² ≈ 0.60–0.62; RMSE ≈ 0.038–0.039), while stacking improves test accuracy (RMSE = 0.0346) and provides a stable mapping-ready model. The trained framework was transferred to stacked raster predictors to produce spatially continuous SM maps, revealing coherent moisture heterogeneity across the region. Accordingly, the objective of this study is to develop a compact and application-oriented point-to-map workflow for high-resolution soil moisture estimation by integrating Sentinel-1/2-derived predictors with stacking-based model fusion, rather than to propose a new physically based retrieval model. Full article

Background: Adults closest to children, including parents and caregivers, teachers, and therapists, are major determinants of child mental health outcomes. However, access to high-quality psychological training for these groups remains severely limited and inequitable. Artificial intelligence (AI) tools may offer a scalable, accessible, and low-cost route to training delivery. This review aimed to provide the first systematic synthesis of evidence on AI tools used to train caregivers, educators, and therapists/practitioners in psychological approaches relevant to child and adolescent mental health. Methods: A systematic review was conducted in accordance with PRISMA guidelines (PROSPERO: CRD420261336167). Five databases, MEDLINE, PsycINFO, Embase, Web of Science, and ERIC, were searched from inception to March 2026, supplemented by reference hand-searching and forward citation tracking. Studies were eligible if they evaluated an AI-based training tool used with adults in caregiving, educational, or therapeutic roles involving children or adolescents aged 0–18 years, delivered a defined psychological approach, and reported at least one training outcome. Owing to substantial methodological and outcome heterogeneity, findings were synthesised narratively, and meta-analysis was not undertaken. Results: Twenty-four studies from nine countries, published between 2019 and 2026, met inclusion criteria. Studies were grouped into caregiver training (Group A, 5 papers), educator training (Group B, 3 papers), and therapist/practitioner training (Group C, 16 papers). Identified AI modalities included natural language processing (NLP)-based chatbots, generative AI/large language model (LLM) systems, AI-integrated virtual reality (VR), and AI-based feedback and analysis tools. Feasibility and acceptability findings were generally positive across groups. However, the evidence base was limited by pervasive methodological weaknesses, including small samples, with most studies enrolling fewer than 30 participants, reliance on unvalidated self-report outcomes, and the absence of follow-up data beyond one month. Conclusions: AI tools show early promise as scalable approaches to psychological training, particularly for procedural skill acquisition and enhancement of practitioner self-efficacy. However, the current evidence base is insufficient to support claims of effectiveness. A structural credibility–accessibility paradox characterises the field: tools with the strongest controlled evidence are the least scalable, while the most accessible tools have the weakest empirical support. Adequately powered, independent randomised controlled trials (RCTs) using validated outcomes, active comparators, and follow-up extending over multiple months are needed across all three population groups. Full article

Background: Virtual reality (VR) simulations provide immersive, interactive learning environments that can support clinical skill development in medical education. However, evidence for its application in Korean medical education remains limited. This pilot study aimed to develop and evaluate HaniE-VR1, a 360° VR simulation program designed to teach ultrasound-guided pharmacopuncture. Methods: A one-group pre–post experimental design was used with 60 undergraduate students from the College of Korean Medicine (pre-intervention n = 60; post-intervention n = 59, due to one missing post-survey response). The primary outcomes were changes in self-efficacy (MASS) and ultrasound skill-related performance (OSAUS). Secondary outcomes included VR awareness, usability, satisfaction, presence, and cognitive load. Participants completed a VR-based training session using a Meta Quest 3 headset. Effect sizes (Cohen’s d) were calculated for pre–post comparisons. Statistical significance was set at p < 0.05. Results: Post-intervention findings showed significant improvements in self-efficacy (MASS: 3.21 ± 0.51 to 3.54 ± 0.61, p < 0.001, d = 0.66) and ultrasound skill performance (OSAUS: 2.66 ± 0.73 to 3.54 ± 0.71, p < 0.001, d = 1.16). VR awareness also improved significantly (4.33 ± 0.66 to 4.76 ± 0.56, p < 0.001, d = 0.65). Participants reported acceptable usability (SUS = 69.49) and high satisfaction (4.51 ± 0.56), confidence (4.32 ± 0.53), and presence (4.40 ± 0.65). Cognitive load and simulator sickness were minimal. Conclusions: The HaniE-VR1 program was associated with improvements in perceived clinical competence, self-efficacy, and learning satisfaction, demonstrating acceptable usability and preliminary educational potential. VR simulations represent a feasible, safe, and engaging approach for integrating experiential learning into Korean medical curricula. Given the exploratory nature of this pilot study, findings should be interpreted with caution, and future controlled research is warranted. Full article

This systematic review comprehensively explores the integration of Extended Reality (XR) technologies, comprising Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), into New Zealand’s STEM education framework. In alignment with PRISMA 2020 guidelines, we systematically analyzed 127 peer-reviewed studies from the Web of Science (n = 48), Scopus (n = 57), and Dimensions (n = 22) and incorporated 15 grey literature sources, resulting in 142 studies included in the review. Our meta-analysis found substantial improvements in student conceptual understanding from XR-enhanced STEM modules. Specifically, we observed an average increase of 23.4% when compared to traditional instructional methods (95 percent Confidence Interval: 18.7 to 28.1 percent, p < 0.001). These gains were especially prominent in interactive learning environments where immersive XR applications supported deeper engagement and the visualization of abstract STEM concepts. The qualitative synthesis highlighted several key barriers that limit effective XR integration. These include technological infrastructure gaps reported in 68 percent of reviewed studies, a critical need for educator training cited by 82 percent of studies, and curriculum alignment issues present in 57 percent of cases. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT) 2018, and the qualitative component employed a deductive thematic coding approach with inter-coder reliability verification. Successful institutional implementations were also identified. At Auckland University of Technology, XR-supported courses produced a 67 percent increase in student engagement, while Wellington High School achieved a 41 percent reduction in STEM achievement gaps through targeted XR interventions. Based on the evidence, we propose a four-phase implementation framework that addresses the technological, pedagogical, and policy requirements for sustainable XR adoption. These findings highlight the role of immersive technologies in supporting human-centered digital transformation and future skills development in the transition to Industry 5.0. The review contributes evidence-based insights that support the transition from technology-driven approaches associated with Industry 4.0 to the human-centered, socially oriented priorities of Industry 5.0. It also identifies critical research gaps, particularly in long-term learning outcomes and the integration of Mātauranga Māori within XR-enabled STEM environments. Full article

This systematic review synthesized the existing evidence on neurofeedback interventions applied to football players, aiming to clarify their effects on cognitive, technical–tactical, physical and psychological performance. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, four databases (PubMed, Web of Science, SCOPUS and SportsDiscus) were searched up to November 2025. Seven studies met the inclusion criteria, involving 133 players across youth, amateur, national and elite levels. Neurofeedback protocols primarily targeted alpha or sensorimotor rhythm (SMR) activity, and some were combined with heart rate variability (HRV) biofeedback. Across studies, neurofeedback may be associated with improvements in several cognitive outcomes, including improvements in working memory, visuospatial memory, task switching, mental rotation and decision-making. Limited evidence suggests potential improvements in technical skills (particularly shooting accuracy) and tactical decision-making. Some studies reported changes in physiological markers and stress-recovery capacity, although their interpretation remains uncertain. However, the evidence base remains constrained by small samples, heterogeneous protocols and limited use of randomized controlled designs. Overall, neurofeedback appears to be a potentially promising but still experimental tool to support cognitive and psychophysiological readiness in football, warranting more rigorous and standardized research to establish efficacy and optimal training parameters. Full article

Background/Objectives: The aim of this study was to synthesise qualitative evidence from family members’ experiences of long-term home care for older adults provided by live-in migrant caregivers. Methods: We conducted a systematic literature review with meta-synthesis using four online databases. The search included articles published between January 2016 and December 2025 on the CINAHL, PubMed, SCOPUS and WOS databases. Thematic synthesis of qualitative data was conducted. Results: Eleven papers from six different countries fulfilled the criteria and were included in the thematic synthesis. Four main themes were identified: 1. Not an easy decision. 2. A stranger at the heart of family life. 3. Two worlds that meet and need each other. 4. Improving the integration of migrant caregivers into family life. Hiring migrant caregivers to provide long-term home care for older adults can ease the burden on family caregivers, but it is an additional source of stress and worry. Conclusions: The family members of older adults call for greater financial and institutional support, as well as the involvement of social and health services in the training and education of families and migrant caregivers. Negotiation skills and the ability to reach consensus between older adults (OAs), family members and resident migrant caregivers are key to improving cohabitation and care for OAs. The primary goal is the well-being of the OAs, which involves overcoming cultural prejudices, learning together in response to the new situation, improving caregivers’ training, and ensuring continuity of care. Full article

Simulation-based training systems are increasingly deployed to prepare learners for complex, safety-critical, and dynamic work environments. While advances in computing have enabled immersive and data-rich simulations, many systems remain optimized for procedural accuracy and surface-level task performance rather than the macrocognitive processes that underpin adaptive expertise. Macrocognition encompasses higher-order cognitive processes that are essential for performance transfer beyond controlled training conditions. When these processes are insufficiently supported, training systems risk fostering brittle strategies and negative training effects. This paper introduces a macrocognitive design taxonomy for simulation-based training systems derived from a large-scale meta-analysis examining the transfer of macrocognitive skills from immersive simulations to real-world training environments. Drawing on evidence synthesized from 111 studies spanning healthcare, industrial safety, skilled trades, and defense contexts, the taxonomy links macrocognitive theory to human–computer interaction (HCI) design affordances, computational data traces, and feedback and adaptation mechanisms shown to support transfer. Grounded in joint cognitive systems theory and learning engineering practice, the taxonomy treats macrocognition as a designable and computable system concern informed by empirical transfer effects rather than as an abstract explanatory construct. Full article

The incorporation of Artificial Intelligence (AI) into medical services in Saudi Arabia offers a substantial opportunity. Despite the increasing integration of AI techniques such as machine learning, natural language processing, and predictive analytics, there persists an issue in the thorough comprehension of their applications, advantages, and issues within the Saudi healthcare framework. This study aims to perform a thorough systematic literature review (SLR) to assess the current status of AI in Saudi healthcare, determine its alignment with Vision 2030, and suggest practical recommendations for future research and policy. In accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, 699 studies were initially obtained from electronic databases, with 24 studies selected after the application of established inclusion and exclusion criteria. The results indicated that AI has been effectively utilised in disease prediction, diagnosis, therapy optimisation, patient monitoring, and resource allocation, resulting in notable advancements in diagnostic accuracy, operational efficiency, and patient outcomes. Nonetheless, limitations to adoption, such as ethical issues, legislative complexities, data protection issues, and shortages in worker skills, were also recognised. This review emphasises the necessity for strong ethical frameworks, regulatory control, and capacity-building efforts to guarantee the responsible and fair implementation of AI in healthcare. Recommendations encompass the creation of national AI ethics and governance frameworks, investment in AI education and training initiatives, and the formulation of modular AI solutions to guarantee scalability and cost-effectiveness. This breakthrough enables Saudi Arabia to realise its Vision 2030 objectives, establishing the Kingdom as a global leader in AI-driven healthcare innovation. Full article

This review examines the implementation of computer science (CS) unplugged activities in K–12 education, focusing on their impact on educational outcomes, student motivation, and teacher perceptions. A total of 32 relevant studies published between 2009 and 2025 were analysed, including journal articles, conference reports, and book chapters. The findings suggest that CS unplugged generally improves computational thinking (CT) skills, particularly among younger learners and those who have not yet experienced programming concepts. Students often report greater engagement and less anxiety about coding, while teachers appreciate the cost-effective and flexible nature of unplugged lessons. However, inconsistencies are evident in the long-term retention of concepts and the degree of transfer to more advanced or “plug-in” programming tasks. The effective integration of CS unplugged activities often depends on sound teacher training and alignment with broader curriculum objectives. These findings highlight the potential of CS unplugged to improve early computer education, but also highlight the need for longitudinal studies, standardised assessments and systematic transitions from unplugged to digital practice. Given the substantial heterogeneity of study designs and outcomes—and, critically, the inconsistent operationalisation of CT alongside non-standardised testing metrics across studies—we did not aggregate effect sizes; consequently, a formal meta-analysis was not methodologically feasible. Full article

Background: Cognitive and behavioral interventions have risen in popularity both as an adjunctive treatment to antipsychotic medication and as an alternative treatment for schizophrenia. With the growing number of such interventions, we performed an umbrella review to provide a comprehensive summary comparing the effectiveness of the different interventions among populations with schizophrenia. Methods: This umbrella review included meta-analyses evaluating cognitive and behavioral interventions for schizophrenia. Following PRISMA guidelines, the initial search yielded 4888 records, and after a three-stage screening procedure, 33 meta-analyses met the inclusion criteria for the final analysis. Results: Our findings from the 33 meta-analyses support the efficacy of cognitive and behavioral interventions in reducing total symptoms (Median g = −0.38; Range g = −1.56 to −0.08), positive symptoms (Median g = −0.30; Range g = −0.84 to 0.00), and negative symptoms (Median g = −0.39; Range g = −0.66 to −0.09) of schizophrenia. Cognitive Behavioral Therapy, being the most common intervention studied, exhibited small to medium effects on total and positive symptom alleviation. In addition, there is evidence supporting the effectiveness of family psychoeducation combined with patient behavioral and skills training, exercise therapy, horticultural therapy, and music therapy. Conclusions: While our umbrella review solidifies the current evidence supporting cognitive and behavioral interventions as effective treatments for schizophrenia, it also reveals that treatment efficacy is highly dependent on the type of intervention used. Full article

The construction industry remains a cornerstone of the global economy; however, it continues to face persistent challenges, including low productivity, frequent workplace accidents, and environmental degradation. This study employs a systematic literature review to explore how digital technologies can enhance these three areas in construction project management, focusing on their benefits and challenges. The study adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 18 articles were retrieved from Scopus and Web of Science databases. The findings highlight Building Information Modeling (BIM) as the most influential digital innovation supporting productivity gains, improved safety standards, and progress towards sustainable practices. Among the three focus areas, productivity remains the most extensively investigated, while sustainability is relatively underexplored. The identified benefits include increased productivity, enhanced safety, improved risk management, data-driven decision-making, improved sustainability, real-time monitoring, and stronger collaboration. Conversely, significant barriers include high implementation and training costs, data privacy concerns, a limited number of skilled workers, and resistance to change among construction stakeholders. The review emphasizes the need for further empirical studies that investigate underrepresented technologies and regional contexts. It further suggests that industry practitioners and policymakers should prioritize digital capacity building, policy incentives, and regulatory frameworks to strengthen the sustainable digital transformation of construction project management. This review presents a unique, integrated perspective by synthesizing outcomes related to productivity, safety, and sustainability. It not only delineates critical research gaps but also provides actionable guidance for industry practitioners and policymakers by prioritizing strategic areas such as digital capacity building, policy incentives, and regulatory frameworks. Full article

Traditional acupuncture training often lacks consistent, objective feedback, while current extended reality (XR) solutions rarely include quantitative assessment. This study developed and evaluated a feedback-enabled mixed reality (MR) acupuncture simulator to improve skill acquisition through depth-responsive guidance. The system, used on Microsoft HoloLens 2, combines a MetaHuman-based virtual patient with expert-designed acupoint geometries. It provides depth-dependent vibrotactile cues via a wearable haptic device and calculates a composite score from normalized metrics, including insertion depth, angular deviation, tip-to-center distance, and task duration. Ten participants (eight novices and two experts) performed needle tasks at LI4, LI11, and TE3 across two sessions. Mean depth error decreased from 6.41 mm to 3.58 mm, and task time from 9.29 s to 6.83 s. At LI11, beginners improved in achieved depth (16.24 ± 1.88 mm to 19.74 ± 1.23 mm), reduced angular deviation (27.83° to 15.34°), and shortened completion time (38.77 s to 13.28 s). Experts outperformed novices (69.25 ± 21.64 vs. 56.26 ± 23.37), confirming construct validity. Usability evaluation showed a mean overall score of 4.46 ± 0.51 and excellent reliability (McDonald’s ω = 0.93). These results demonstrate that expert-informed scoring and depth-responsive haptic feedback substantially enhance accuracy, efficiency, and learning confidence, validating the system’s technical robustness and educational readiness for clinical acupuncture training. Full article

Increasing healthcare demands and physician shortages have prompted many countries to expand clinical responsibilities of pharmacists. Although Canada, the UK, and the US have implemented pharmacist prescribing, other nations lag behind. This review compares international roles, identifies inferred competencies, and explores implications for role expansion. A systematic search of MEDLINE, CINAHL, and the Cochrane Library was conducted using the PICO framework; studies were appraised with Critical Appraisal Skills Programme (CASP) checklists, and interrater reliability assessed via Cohen’s Kappa. Data from 23 studies were thematically synthesized following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Four themes emerged: (1) expanding clinical and public health roles and pharmacists’ self-perceived readiness; (2) regulatory frameworks defining legal authority, qualifications, and temporary pandemic exemptions; (3) inferred competencies, including micro-skills (patient assessment, guideline application) and macro-capabilities (clinical judgment, accountability, reflective practice); and (4) contextual barriers such as training gaps, limited funding, unclear legal provisions, and workflow challenges. Implementation implications were synthesized and included training, funding, acceptance, and integration. Evidence indicates pharmacist prescribing is safe and patient-centered when supported by regulation, structured training, and systemic integration. Insights from established models can guide incremental implementation, optimizing medication management, enhancing healthcare access, and promoting equitable care. Full article

Background/Objectives: Difficulties in emotional regulation are recognized as a risk factor for a variety of emotion-based psychopathologies, including anxiety and depression. In this context, movement and physical activity have been identified as a key element in preventing these health issues, particularly during the initial teacher training. This study aimed to analyze the impact of an emotional health physical education program on the Emotional Intelligence of university students studying physical education in Chile. Methods: A quasi-experimental design with experimental and control groups and repeated measures (pre test-post test) was employed. A total of 214 male and female students from two Chilean universities participated and completed the Spanish version of the Trait Meta-Mood Scale (TMMS-24). Results: Results confirmed the program’s effectiveness in fostering Emotional Intelligence, revealing statistically significant improvements (p < 0.05) in the dimensions of emotional attention and clarity. Conclusions: These findings suggest that emotional physical education programs can be effective in promoting emotional skills essential for the learning and mental well-being of university students who will later become primary and secondary school teachers. Full article

The provision of care to critically ill patients demands specialized training. Virtual reality (VR) has emerged as an effective tool in nursing education, promoting active learning and fostering the development of essential care competencies. Therefore, this study aimed to map the existing literature on the content related to the teaching of adult critical care nursing practices that have been modeled in VR environments. This study employed a scoping review methodology, guided by the Joanna Briggs Institute (JBI) and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. A comprehensive search was conducted across 13 data sources, including grey literature. A total of 27 studies were included, highlighting key content areas such as cardiopulmonary resuscitation, tracheostomy care, and mechanical ventilation. The findings indicate that VR has a positive impact on knowledge acquisition, technical skill development, critical thinking, and the enhancement of student and professional confidence and safety. VR demonstrates considerable promise as a pedagogical tool for nursing education in complex clinical settings. However, methodological and technical limitations persist and require further attention. This review contributes to the scientific advancement by systematically organizing the evidence on the use of immersive technologies in health education. Full article