Search Results (299)

Serious games that integrate educational content with engaging gameplay mechanics hold promise for reducing cognitive load and increasing student motivation in STEM and health science education. This preliminary study presents the development and evaluation of the Medimon NASA Demo, a game-based learning prototype designed to teach undergraduate students about the musculoskeletal and visual systems—two critical domains in space medicine. Participants (n = 23) engaged with the game over a two-week self-regulated learning period. The game employed mnemonic-based characters, visual storytelling, and turn-based battle mechanics to reinforce medical concepts. Quantitative results demonstrated significant learning gains, with posttest scores increasing by an average of 23% and a normalized change of c = 0.4. Engagement levels were high across multiple dimensions of situational interest, and 74% of participants preferred the game over traditional formats. Qualitative analysis of open-ended responses revealed themes related to intrinsic appeal, perceived learning efficacy, interaction design, and cognitive resource management. While the game had minimal impact on short-term STEM career interest, its educational potential was clearly supported. These findings suggest that mnemonic-driven serious games like Medimon can effectively enhance engagement and learning in health science education, especially when aligned with real-world contexts such as space medicine. Full article

Objective: Considering the absence of research testing the entire sequence of passion, behavioral regulation, and subjective well-being (SWB), this study aimed to analyze the hypothetical causal relationships between the variables of a model that integrates the Dualistic Passion Model (DMP) and Self-Determination Theory (SDT) in order to understand the impact of harmonious passion (HP) and obsessive passion (OP) and the regulation of motivation on the SWB of elite athletes with disability. Method: This study includes 143 elite athletes from national adapted sports (36 female; 107 male) aged between 15 and 59 (M = 29.21; SD = 10.45). Weekly training sessions ranged from 1 to 12 (M = 4.52; SD = 2.71), and the years of competitive practice ranged from 1 to 28 (M = 5.55; SD = 6.98). Data were collected using valid and reliable questionnaires for the study population and analyzed using structural equation analysis. The following results were identified: a positive and a significant effect between OP and self-determination motivation (SDM); a positive but not a significant effect between OP and non-self-determination motivation (NSDM); a significant effect between SDM and SWL and SDM and positive affect (PA); and, finally, a positive but non-significant effect between SDM and negative affect (NA). In contrast, there is a positive and significant effect between HP and SDM; a negative and significant effect between HP and NSDM; a positive but non-significant effect between NSDM and SWL; a negative and significant effect between NSDM and PA; and, finally, a positive and significant effect between NSDM and NA. Conclusions: The perception of passion regarding sport can be a positive predictor of SDM, which, in turn, can influence levels of SWB, both from a cognitive point of view (SWL) and from an emotional point of view (PA). This reinforces the positive effect of the self-determination behavior in adapted sport on SWB and its contribution to health and quality of life in people with disabilities. Full article

The organization of consciousness is described through increasingly rich theoretical models. We review evidence that working memory capacity—essential to generating consciousness in the cerebral cortex—is supported by dual limbic memory systems. These dorsal (Papez) and ventral (Yakovlev) limbic networks provide the basis for mnemonic processing and prediction in the dorsal and ventral divisions of the human neocortex. Empirical evidence suggests that the dorsal limbic division is (i) regulated preferentially by excitatory feedforward control, (ii) consolidated by REM sleep, and (iii) controlled in waking by phasic arousal through lemnothalamic projections from the pontine brainstem reticular activating system. The ventral limbic division and striatum, (i) organizes the inhibitory neurophysiology of NREM to (ii) consolidate explicit memory in sleep, (iii) operating in waking cognition under the same inhibitory feedback control supported by collothalamic tonic activation from the midbrain. We propose that (i) these dual (excitatory and inhibitory) systems alternate in the stages of sleep, and (ii) in waking they must be balanced—at criticality—to optimize the active inference that generates conscious experiences. Optimal Bayesian belief updating rests on balanced feedforward (excitatory predictive) and feedback (inhibitory corrective) control biases that play the role of prior and likelihood (i.e., sensory) precision. Because the excitatory (E) phasic arousal and inhibitory (I) tonic activation systems that regulate these dual limbic divisions have distinct affective properties, varying levels of elation for phasic arousal (E) and anxiety for tonic activation (I), the dual control systems regulate sleep and consciousness in ways that are adaptively balanced—around the entropic nadir of E–I criticality—for optimal self-regulation of consciousness and psychological health. Because they are emotive as well as motive control systems, these dual systems have unique qualities of feeling that may be registered as subjective experience. Full article

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

In crisis-stricken economies, leadership effectiveness increasingly hinges not on technical expertise alone but on emotional competence. While emotional intelligence (EI) has been widely acknowledged as a catalyst for effective leadership and employee outcomes, its role in volatile and resource-scarce contexts remains underexplored. This study addresses this critical gap by investigating the impact of five core EI dimensions, namely self-awareness, self-regulation, motivation, empathy, and social skills, on employee performance amid Lebanon’s ongoing multidimensional crisis. Drawing on Goleman’s EI framework and the Job Demands–Resources theory, the research employs a quantitative, cross-sectional design with data collected from 398 employees across sectors in Lebanon. Structural Equation Modeling revealed that all EI dimensions significantly and positively influenced employee performance, with self-regulation (β = 0.485) and empathy (β = 0.361) emerging as the most potent predictors. These findings underscore the value of emotionally intelligent leadership in fostering productivity, resilience, and team cohesion during organizational instability. This study contributes to the literature by contextualizing EI in an under-researched, crisis-affected setting, offering nuanced insights into which emotional competencies are most impactful during prolonged uncertainty. Practically, it positions EI as a strategic leadership asset for crisis management and sustainable human resource development in fragile economies. The results inform leadership training, policy design, and organizational strategies that aim to enhance employee performance through emotionally intelligent practices. Full article

Participation in organized sport is widely encouraged for youth development, yet positive outcomes are not guaranteed. Parents play a pivotal role in shaping young athletes’ experiences, requiring emotional support, interpersonal skills, and self-regulation. This study examines the meanings parents attribute to their children’s sports participation and how young athletes construct their experiences under parental and coaching influences. An interpretive phenomenological methodology involved semi-structured interviews with coaches, focus groups with parents, and open-ended questionnaires to young athletes. Seventeen players (M = 11.2 years, SD = 0.59), nineteen parents (M = 47.6 years, SD = 3.61), and two coaches from the same football club volunteered to participate in the study. Participants were selected through purposive sampling to ensure a homogeneous experience. The findings reveal that parental involvement balances support and pressure, while trust-building between parents and coaches significantly impacts the athletes’ experiences. The evolving role of technology and the importance of social dynamics within teams also emerged as critical factors. Intrinsic motivation, fostering emotional bonding through the sport, and adopting a developmental rather than purely competitive framework were emphasized factors identified as supporting positive youth sport experiences. These findings offer insights into how interconnected relationships among parents, coaches, and athletes influence children’s sports engagement and development. Full article

Introduction: The main purpose of this study was to test a hierarchical model of motivation that integrates Achievement Goal Theory and Self-Determination Theory to explain and predict exercise adherence. Method: In total, 2180 exercisers (1020 female, 1160 male) aged between 18 and 60 years, from different gyms and health clubs, completed several scales validated in exercise settings, regarding perceived motivational climate, basic psychological need satisfaction, behavioral regulation, and exercise adherence. For the last measure, weekly computer access to a control system over a 6-month period before and after data collection was consulted. Results: Through structural equation models (SEM), it was verified that (1) task-involving climate positively predicted basic psychological needs. In turn, the satisfaction of these needs predicted autonomous motivation, which led to a positive prediction of adherence; (2) a small variation in exercise adherence was explained by the motivational model under analysis. Nevertheless, models significantly improved their analytical power when past adherence was inserted in the model increasing the explained variance in future behavior from 9.2% to 64%. Conclusions: In conclusion, autonomous motivation can predict people’s exercise adherence, and past behavior increases that predictive effect. The present study brings scientific evidence to the popular saying “tell me what you’ve done and, and I’ll predict what you’ll do”. Full article

Self-regulated learning (SRL) has been widely recognized as a critical skill for academic success in online and blended learning contexts. However, many students experience difficulty in effectively applying SRL strategies in the absence of structured instructional guidance. To address this challenge, this study developed and implemented a learning management system integrated with SRL support (SRL-LMS), specifically designed for the online component of a blended learning course. The SRL-LMS consisted of two sections: a conventional course content section and a SRL training section designed to support students in applying SRL strategies. A quasi-experimental design was adopted with 69 college students assigned to either an experimental group, with access to both course and SRL sections, or a control group, which accessed only the course section. Results indicated that students in the experimental group reported higher levels of self-regulation and showed more frequent and diverse application of SRL strategies compared to the control group. In terms of academic performance, the experimental group performed significantly better than the control group on the first exam, though no significant difference was observed on the second exam. These results highlight the effectiveness of structured SRL interventions within digital learning platforms for improving students’ self-regulatory behaviors. Future implementations should address cognitive load and incorporate strategic approaches to sustain student motivation. This study advances current SRL intervention designs and offers valuable insights for educators and instructional designers aiming to integrate targeted SRL supports in online and blended learning environments. Full article

Despite the increasing number of studies indicating that generative artificial intelligence is conducive to cultivating college students’ critical thinking skills, research on the impact of college students’ use of generative artificial intelligence on their critical thinking skills in an open learning environment is still scarce. This study aims to investigate whether the use of generative artificial intelligence by college students in an open learning environment can effectively enhance their critical thinking skills. The study is centered around the following questions: Does the use of generative artificial intelligence in an open learning environment enhance college students’ critical thinking skills (what)? What is the mechanism by which the use of generative artificial intelligence affects college students’ critical thinking (how)? From the perspective of self-regulated learning theory and learning motivation theory, what are the reasons for the impact of generative artificial intelligence on college students’ critical thinking skills (why)? To this end, the study employs questionnaires and interviews to collect data. The questionnaire data are subjected to descriptive statistical analysis, correlation analysis, multiple stepwise regression analysis, and mediation effect analysis. Based on the analysis of interview materials and survey questionnaire data, the study reveals the impacts and mechanisms of college students’ use of generative artificial intelligence tools on their critical thinking skills. The findings of the study are as follows. First, the frequency of artificial intelligence use is unrelated to critical thinking skills, but using it for reflective thinking helps to develop critical thinking skills. Second, students with strong self-regulated learning skills are more likely to use generative artificial intelligence for reflective thinking and achieve better development in critical thinking skills. Third, students with strong intrinsic learning motivation are more likely to use generative artificial intelligence for reflective thinking and achieve better development in critical thinking skills. Consequently, the article analyzes the reasons from the perspectives of self-regulated learning theory and learning motivation theory and offers insights into how to properly use generative artificial intelligence to promote the development of critical thinking skills from the perspectives of higher education institutions, college teachers, and college students. Full article

This study explores the potential of immersive virtual reality (IVR) to enhance knowledge transfer in vocational education, particularly in bridging the gap between academic learning and practical workplace application. The focus lies on relevant predictors for actual learning transfer, namely knowledge acquisition and the transfer-related self-efficacy. Additionally, the Cognitive Affective Model of Immersive Learning (CAMIL) is used to investigate potential predictors in IVR learning. This approach allows for empirical testing of the CAMIL and validation of its assumptions using empirical data. To address the research questions, a quasi-experimental field study was conducted with 141 retail trainees at a German vocational school. Participants were assigned to either an IVR group or a control group receiving traditional instruction. The intervention spanned four teaching sessions of 90 min each, focusing on the design of a retail sales area based on sales-promoting principles. To assess subject-related learning outcomes, a domain-specific knowledge test was developed. In addition, transfer-related self-efficacy and other relevant constructs were measured using Likert-scale questionnaires. The results show that IVR-based instruction significantly improves knowledge acquisition and transfer-related self-efficacy compared to traditional teaching methods. In terms of the CAMIL-based mechanisms, significant correlations were found between transfer-related self-efficacy and factors such as interest, motivation, academic self-efficacy, embodiment, and self-regulation. Additionally, correlations were found between knowledge acquisition and relevant predictors such as interest, motivation, and self-regulation. These findings underscore IVR’s potential to facilitate knowledge transfer in vocational school, highlighting the need for further research on its long-term effects and the actual application of learned skills in real-world settings. Full article

This quantitative study investigates the effects of virtual reality immersion on enhancing scientific habits of mind (critical and creative thinking) through the mediation of flow experience, motivation, and self-regulation in high school biology classes in East Jerusalem. The random multi-stage cluster sample consisted of 347 high school students from three schools who learned biology concepts constructively during the first semester using VR-based instruction, complying with the principles of the Cognitive Affective Model of Immersive Learning (CAMIL). The results of PLS-SEM revealed that VRI significantly affected critical and creative thinking directly and indirectly. Cases of partial and complete mediation intervened, showing the effects of mediators on enhancing habits of mind through a sequence of mediation flowing from flow experience through motivation to self-regulation, which functioned as a key intermediary factor in the relationship between virtual reality immersion and habits of mind. Based on the results of the study, the complex structure warrants further investigation. The results of the study suggest that VRI’s impact on critical and creative thinking was intensified through mediation effects. In addition, the findings confirm that flow experience and motivation played essential roles in fostering a conducive learning environment that supports cognitive skill development. The results highlight that the enhancement of self-regulation was a necessary step for the enhancement of critical and creative thinking. The study recommends integrating VRI into teaching biology to enhance students’ higher-order thinking skills. Further studies on self-regulation should explore adaptive interventions that strengthen self-regulatory strategies to maximize the cognitive benefits of virtual reality immersion. Full article

(1) The formation pathways and underlying mechanisms of health behaviors among young and middle-aged adults with chronic diseases under a temporal perspective remain underexplored. Based on Temporal Self-Regulation Theory and its subsequent extensions, this study aimed to investigate the time perspective among Chinese young and middle-aged adults with chronic diseases and analyzed the relationships between time perspective, illness perception, health behavior motivation, and health behaviors, thereby providing valuable empirical evidence for health behavior modification in this population. (2) This study was a cross-sectional survey conducted from March to April 2025. Structural Equation Modeling was employed to investigate the relationships among the variables. (3) This study enrolled a total of 391 participants with high levels of future and past-positive perspectives. Time perspective, directly related to health behaviors, namely past-negative, present-impulsive, and present-fatalistic perspectives, exerted negative associations with health behaviors, respectively, whereas future and past-positive perspectives showed positive associations with health behavior. Analysis of the mediating effect found that illness perception served as a mediator between the time perspective of past-negative, present-impulsive, and present-fatalistic perspectives, and health behaviors. And health behavior motivation acted as a mediator in the relationship between past-negative, present-impulsive, and past-positive perspectives, and health behaviors. Furthermore, illness perception and health behavior motivation formed a chain mediation pathway between time perspective and health behaviors. (4) Time perspective was associated with health behaviors, not only exerting directed effects but also manifesting a double-edged sword effect through illness perception and health behavior motivation. Subsequent interventions targeting health behaviors among young and middle-aged populations in China should incorporate considerations of the temporal perspective’s uniqueness and its intricate mechanisms of action on health behaviors. Full article

The accelerating climate crisis demands innovative approaches that address both systemic drivers of environmental degradation and the psychological barriers to sustained pro-environmental action. Traditional climate communication often relies on fear-based messaging, which risks triggering eco-anxiety, disengagement, or paralysis, ultimately underlying long-term behavioral change. This paper proposes mindfulness as an evidence-based alternative to foster sustained pro-environmental behavior (PEB) by integrating insights from neurocognitive science, self-determination theory (SDT), and social diffusion theory. We present a novel framework outlining five pathways through which mindfulness cultivates PEB: (1) enhanced emotional regulation, (2) intrinsic motivation and value-behavior alignment, (3) nature connectedness, (4) collective action, and (5) cognitive flexibility. Critically, we examine structural barriers to scaling mindfulness interventions—including inequities, commercialization risks, and the individualism paradox—and propose mitigation strategies grounded in empirical research. By bridging contemplative science with sustainability praxis, this work advances SDG-aligned strategies (SDG 12, 13) that prioritize both inner resilience and systemic change. It offers a roadmap for research and practice beyond fear-based approaches. Full article

In higher education, the emotional intelligence (EI) of university professors, defined as the ability to perceive, understand, manage and utilize emotions effectively, is increasingly recognized as a pivotal factor in enhancing students’ academic achievement and psychological well-being. However, the scarcity of studies directly linking professors’ EI to students’ well-being highlights a critical research gap. This systematic review investigates how professors’ emotional competencies influence student outcomes—such as academic performance, engagement, motivation, and mental health—and identifies the factors that mediate or moderate these effects. Findings indicate that professors’ EI, particularly empathy, emotional regulation, and interpersonal skills, significantly enhances student engagement, motivation, and academic satisfaction, with indirect effects on psychological well-being. Cultural context, teaching modality (e.g., online vs. in-person), and professors’ age and experience moderate these effects and influence effect sizes. Qualitative synthesis further highlighted contextual gaps in the literature. The limited focus on well-being and outcomes and reliance on self-report measures underscore the need for longitudinal, culturally diverse studies and performance-based EI assessments. The value of this research lies in its potential to inform evidence-based educational practices and institutional policies. By elucidating the role of professors’ EI, the review lays the groundwork for developing faculty training programs aimed at strengthening emotional competencies and fostering inclusive, supportive learning environments that promote student growth and resilience. This is especially relevant given the growing prevalence of stress, anxiety, and disengagement among university students, exacerbated by post-pandemic challenges and academic pressures. Understanding the impact of EI can inform culturally responsive interventions, improve student retention, and enhance institutional effectiveness, thereby addressing a pressing need in contemporary higher education. In today’s rapidly evolving technological, social, and cultural landscape, universities have both the opportunity and the responsibility to act as catalysts for the creation of an educational culture that promotes social well-being. This requires adopting educational and organizational models that prioritize human care and the quality of interpersonal relationships. To be effective, these priorities must be integrated into all university operations, from governance to student support and talent development. Full article

The rapid spread of artificial intelligence (AI) in education means that students need to master both AI literacy and personal agency. This study situates a sample of 425 Slovenian secondary technical students within a three-tier framework that maps psychological empowerment onto AI literacy outcomes within a cultural–historical activity system. The agency competence assessments yielded four profiles of student agency, ranging from fully empowered to largely disempowered. The cluster membership explained significant additional variance in AI literacy scores, supporting the additive empowerment model in an AI-rich vocational education and training context. The predictive modeling revealed that while self-efficacy, mastery-oriented motivations, and metacognitive self-regulation contributed uniquely—though small—to improving AI literacy, an unexpectedly negative relationship was identified for internal locus of control and for behavioral self-regulation focused narrowly on routines, with no significant impact observed for grit-like perseverance. These findings underscore the importance of fostering reflective, mastery-based, and self-evaluative learning dispositions over inflexible or solely routine-driven strategies in the development of AI literacy. Addressing these nuanced determinants may also be vital in narrowing AI literacy gaps observed between diverse disciplinary cohorts, as supported by recent multi-dimensional literacy frameworks and disciplinary pathway analyses. Embedding autonomy-supportive, mastery-oriented, student-centered projects and explicit metacognitive training into AI curricula could shift control inward and benefit students with low skills, helping to forge an agency-driven pathway to higher levels of AI literacy among high school students. The most striking and unexpected finding of this study is that students with a strong sense of competence—manifested as high self-efficacy—can achieve foundational AI literacy levels equivalent to those possessing broader, more holistic agentic profiles, suggesting that competence alone may be sufficient for acquiring essential AI knowledge. This challenges prevailing models that emphasize a multidimensional approach to agency and has significant implications for designing targeted interventions and curricula to rapidly build AI literacy in diverse learner populations. Full article