Search Results (79)

As core architectural environments for cultural heritage preservation and public education, museums are evolving from static exhibition spaces into immersive, multisensory interactive environments. The sensory attributes of the architectural environment—including multimodal information such as light, sound, and touch—exhibit a dynamic coupling with visitors’ emotional states. Responding to visitors’ growing emphasis on emotional enhancement, this study aims to improve the emotional experience of museum tours through multisensory compensation strategies. First, we conducted an experiment at the Shaanxi Archaeology Museum, capturing facial videos of participants during their tours and utilizing a facial expression analysis system for continuous emotion recognition. Subsequently, drawing on theories of multisensory interaction and emotion regulation, we constructed a multisensory emotion regulation model to guide the sensory compensation experiment. Visualization analysis of the results confirmed that multisensory compensation strategies within the architectural environment significantly increased positive emotions (from 48.23% to 60.78%). This study focuses on the mechanisms by which sensory compensation strategies in the architectural environment influence visitors’ emotional experiences, aiming to promote the transformation of cultural heritage spaces from “function-oriented” to “emotion-oriented” environments. Full article

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

International evidence has been positioning the built environment as an active component of the development of students with Autism Spectrum Disorder (ASD); nevertheless, a gap persists in the empirical quantification of that relationship and, above all, in its dimensional hierarchization, a gap that becomes more pronounced in urban educational contexts with limited infrastructure such as those in Latin America. Within this framework, and with the aim of contributing empirical evidence to guide design decisions in comparable contexts, the present study analyzed the association between multisensory architecture and the cognitive development of students with ASD at a Special Basic Education Center (CEBE) in San Miguel, Metropolitan Lima, organizing the findings into a dimensional hierarchy that makes it possible to compare the relative strength of each spatial criterion. To address this objective, a non-experimental, cross-sectional, and correlational design was adopted, in which cognitive development was assessed through proxy informants (specifically, immediate family members with daily and sustained contact with the students), given that students with ASD present limitations for standardized verbal self-reporting. On this basis, a sample of 101 proxy informants completed, through the QuestionPro platform, a structured questionnaire of 24 Likert-scale items previously validated by expert judgment, exploratory factor analysis, and internal consistency analysis; inferential analysis was then conducted using Spearman’s rho, in keeping with the non-normal nature of the data. The results revealed a positive and statistically significant association between multisensory architecture and cognitive development, and they further allowed that relationship to be dimensionally ordered: on the built-environment side, physical-spatial conditions reached the greatest magnitude of association, followed by environmental conditions and, lastly, functional conditions; on the cognitive side, concentration emerged as the dimension most sensitive to the environment, followed by self-regulation and accessibility. Taken together, this empirical hierarchization offers architects, educational administrators, and therapeutic teams a practical reference for prioritizing design decisions in contexts with limited infrastructure and, to that extent, contributes to the fulfillment of Sustainable Development Goals 3 and 11, which connect health with inclusive urban environments. Full article

Sensory alterations affect 90% of individuals with autism and have been recognized in the DSM-5 as a diagnostic criterion. These alterations often exacerbate emotional stress and may increase levels of anxiety, impacting everyday life activities. The general objective of this work is to assess the changes before and after a multisensory stimulation program aimed at improving sensory processing, repetitive behaviors, and adaptation to the environment in a sample of students with ASD. Twenty-seven schoolchildren participated (M = 10.04, SD = 4.24), with different levels of impairment, diagnosed by specialized teams. The design included a pretest and post-test condition. The results highlight significant improvements in the assessed areas. The Sensory Profile-2, the Bodfish Repetitive Behavior Scale, and the Vineland Scale were administered. The results suggest that changes may be conditioned by the student profile. The profiles that benefited the most in terms of sensory profile and repetitive behaviors were students with levels 1 and 3; meanwhile, students with level 2 did not show improvements in these areas but did show gains in overall adaptation, as measured by the Vineland Scale. Full article

Under the combined pressures of urbanization and tourism development, terraced agricultural heritage sites are increasingly threatened by the degradation of traditional landscapes, the weakening of living cultural practices, and mismatches between the supply and demand of cultural ecosystem services (CESs). As a representative type of Globally Important Agricultural Heritage Systems (GIAHSs), the rice terrace landscapes of southern China have formed an integrated system of forests, villages, terraces, and water networks, embodying multiple values related to production, ecology, landscape, and culture. To support the coordination of heritage conservation, tourism development, and the transformation of cultural value, this study takes the core area of the Longji Terraced Fields as a case study and develops an improved SolVES–IPA collaborative assessment framework from the perspective of tourist perception. Four CES categories are examined: recreational value, aesthetic value, historical and cultural value, and educational value. The results show that (1) the four CES categories exhibit significant spatial differentiation. Recreational and aesthetic values are mainly concentrated in high-altitude viewing spaces, whereas historical, cultural, and educational values depend more heavily on traditional architectural spaces and interpretive nodes. (2) Clear supply–demand mismatches exist across CES categories. Recreational value is constrained by limited activity diversity; aesthetic value is limited by inadequate architectural harmony; historical and cultural value is primarily restricted by insufficient continuity of living traditions; and educational value is constrained by incomplete interpretive content and single presentation formats. (3) CES optimization in the Longji Terraced Fields should adopt both type-specific and hierarchical intervention strategies, including priority optimization for high-value units with critical shortcomings, near-term improvement for high-value units with general shortcomings, functional enhancement for medium-value units with critical shortcomings, progressive optimization for medium-value units with general shortcomings, and potential cultivation of low-value units. Based on these findings, this study proposes several optimization directions, including strengthening participatory experiences, promoting the coordinated renewal of the architectural landscape, creating multisensory cultural display spaces, and establishing a multidimensional interpretation network. The improved SolVES–IPA collaborative assessment framework developed in this study integrates CES spatial identification, supply–demand diagnosis, and optimization priority setting, providing a methodological reference and practical support for enhancing cultural services and promoting the coordinated development of heritage conservation and cultural tourism in the Longji Terraced Fields and similar agricultural heritage sites. Full article

This paper presents the results of exploratory research conducted as part of a university specialisation course for future support teachers in nursery schools during ICT (Information and Communication Technology) workshops. The main objective of the study was to investigate the role and potential of visual education in teaching–learning processes in academia, particularly in educational contexts aimed at building inclusive and innovative skills. In line with the studies by and, the research analysed how the integration of digital visual tools, multimedia narratives and gamification practices can affect motivation, engagement and the development of digital, communication and pedagogical skills. The results confirm the educational value of visual education as a lever for building inclusive and reflective skills. The methodological approach adopted is inspired by the learning by doing paradigm and active learning, promoting participatory and innovative teaching, consistent with the latest reflections on academic innovation. Full article

Background/Objectives: In Italy, food waste within school meal services represents a major public health and sustainability challenge, with approximately 21.7% of meals discarded, and vegetables and legumes among the most frequently rejected components. Low consumption of these foods during childhood contributes to unhealthy dietary trajectories and increased long-term cardiometabolic risk. Evidence indicates that information-based nutrition education alone is insufficient to modify children’s eating behaviors within complex food environments. This study aimed to describe and evaluate the LO-VEg project, a school-based intervention designed to address dietary behavior and food waste simultaneously by integrating environmental nudging with child-centered communication strategies. Methods: The LO-VEg project was implemented as a quasi-experimental ecological school-based intervention combining environmental nudging strategies and multisensory communication tools to promote vegetable and legume consumption in primary school canteens. The intervention involved approximately 1500 pupils across four primary schools in the Lombardy region of Italy and was conducted over a 10-week period within routine school meal settings. Consumption outcomes were assessed through aggregated anonymous plate-waste observations collected during school meals. Results: Preliminary aggregated analyses indicated favorable trends in vegetable and legume consumption and plate-waste reduction during the intervention period. The broader intervention architecture also included communication, digital, and family-oriented components, which are described in the present manuscript as part of the implementation framework. Conclusions: The LO-VEg project suggests that integrating environmental nudging with child-centered communication strategies may represent a scalable approach to improving dietary behaviors and reducing food waste in school settings. Full article

Postural balance is a foundational component of human motor behavior, yet it remains conceptually ambiguous and methodologically heterogeneous across the clinical, educational, and sport sciences. This narrative review aims to provide an integrative framework that clarifies key concepts (postural control vs. postural balance), synthesizes the main sensorimotor and biomechanical mechanisms underpinning balance, and organizes current assessment approaches and functional implications across populations. Narrative literature synthesis was conducted to integrate evidence covering multisensory integration and sensory reweighting, central neural control (spinal, brainstem, cerebellar, and cortical contributions), neuromuscular and biomechanical strategies (e.g., ankle/hip/stepping), and cognitive influences (e.g., dual-task effects). We further summarize commonly used instrumental outcomes derived from force-platform center-of-pressure metrics and widely adopted clinical and functional balance tests, highlighting their typical applications and limitations across the lifespan including pediatric, general adults, older adults, and athletic populations. This review proposes a closed-loop, systems-based model in which postural balance is conceptualized as an emergent functional outcome arising from distributed postural control processes shaped by task, environmental, and individual constraints. In conclusion, integrating mechanistic understanding with population-specific assessment enhances interpretability and supports more precise, context-sensitive balance evaluation and intervention in both health and performance settings. Full article

Extended Reality (XR) technologies are increasingly used to create immersive and interactive systems across domains such as education, training, health, and entertainment. As these systems become more complex and multisensory, evaluating user experience (UX) in XR environments requires approaches that go beyond traditional usability assessments and consider perceptual, cognitive, emotional, and interaction-related factors. However, existing UX evaluation efforts in XR often rely on isolated instruments or domain-specific studies, lacking a systematic and reusable evaluation methodology. This paper proposes a human-centered methodology for evaluating user experience in extended reality applications, integrating UX dimensions and XR-specific characteristics into a structured and coherent evaluation process. The methodology is grounded in a multi-phase research process that includes a comprehensive literature review, expert consultation, correlation analysis between UX dimensions and XR features, and formal specification of evaluation phases and activities. Based on this process, the proposed methodology supports evaluators in selecting appropriate UX evaluation methods and instruments according to the characteristics and experiential goals of XR applications. The methodology defines a set of UX dimensions tailored to immersive environments, capturing perceptual, cognitive, emotional, and interaction aspects that are critical for the design and evaluation of adaptive and human-centered XR systems. An expert-based validation was conducted to assess the clarity, usefulness, and applicability of the methodology, leading to refinements in its structure and descriptions. The methodology promotes a human-centered approach by considering user perception, emotional impact, and contextual experience across XR modalities. It additionally contributes to the field by offering a reusable process for UX evaluation in XR, supporting more consistent, transparent, and human-centered assessment practices. It also provides a foundation for future empirical studies and the development of evaluation approaches inspired by natural and adaptive human–environment interactions. Full article

This study explores how immersive e-learning technologies influence entrepreneurial intention among business education students, with a focus on the mediating role of learning satisfaction. Using a quantitative approach, data were collected from 561 final-year undergraduate students enrolled in business and entrepreneurship programs at globally ranked universities. The relationships between immersive learning design features, learning satisfaction, and entrepreneurial intention were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study draws on Experiential Learning Theory, Self-Determination Theory, and Expectancy–Value Theory to explain how immersive learning experiences shape entrepreneurial motivation. The results show that interactivity, experiential engagement, and personalization positively influence entrepreneurial intention, primarily by enhancing learning satisfaction. Students are more inclined toward entrepreneurial careers when immersive learning environments support autonomy, meaningful engagement, and perceived value. In contrast, high levels of realism and multisensory intensity do not consistently strengthen entrepreneurial intention, suggesting that excessive immersion may create cognitive strain or diminishing motivational returns under certain conditions. These findings highlight the importance of balanced and learner-centered immersive learning design rather than increased technological intensity alone. From a practical perspective, the study suggests that business schools should integrate immersive technologies in ways that emphasize experiential learning, adaptability, and cognitive balance. However, the findings should be interpreted with caution due to the cross-sectional design, reliance on self-reported data, and focus on final-year students. Overall, the study provides a nuanced understanding of how immersive e-learning can support entrepreneurial intention while also identifying important boundary conditions that shape its effectiveness. Full article

Background/Objectives: Adolescence is pivotal for establishing dietary habits; however, school-based nutritional education remains focused on information dissemination, with minimal effects on behavior modification. Evidence from neuroscience, education, and food literacy indicates that attention, engagement, sensory experiences, and social contexts are integral to effective learning in nutrition education. This article conceptualizes a framework for adolescent food education beyond knowledge transmission, aiming to cultivate taste competence using the Mediterranean Diet as a pedagogical ecosystem. Methods: This study employed a conceptual methodology, utilizing interdisciplinary literature from food literacy, sensory education, developmental neuroscience, educational theory, and public health nutrition. It synthesizes empirical findings and theoretical models to develop the Teaching Autonomous Sensory Taste in the Mediterranean Diet (TASTE–MED) framework. Results: This study introduces taste competence as a multifaceted educational outcome, encompassing sensory, relational, cultural, and reflective dimensions. The TASTE–MED framework outlines how experiential, multisensory, and socially embedded learning processes can be implemented in schools, facilitated by the Mediterranean Diet, which provides a sensory-rich and culturally significant context. The educational implications are discussed in terms of curriculum design, teacher training, family involvement and digital tools. Conclusions: The TASTE–MED framework redefines food literacy as an embodied and socially situated competence rather than a cognitive construct. This framework provides a theoretical foundation for informing the design, evaluation, and research of future interventions, advocating for the transition from information-based nutrition education to competence-oriented food education during adolescence. Full article

Immersive technologies such as Desktop Virtual Reality (DVR), Immersive Rooms (IR), and fully immersive Virtual Reality (VR) are transforming K-12 education by enabling experiential, multisensory, and participatory learning. Yet their pedagogical impact depends not only on hardware fidelity but on the interplay between technological affordances, instructional design, and learner characteristics. Guided by the Cognitive Affective Model of Immersive Learning (CAMIL), this mixed-methods study examined how these factors jointly shape affordances, challenges, students perceived learning, and self-assessment in authentic classroom contexts. Data were collected from 31 teachers and 252 students across 21 schools using teacher interviews, classroom observations, and student questionnaires. Findings revealed that agency and presence emerged as central affordances but also as potential challenges, depending on lesson design and cognitive load. DVR consistently supported higher perceived learning and stronger links between engagement and self-assessment, while IR showed the weakest outcomes and VR displayed trade-offs between immersion and control. The study proposes a revised CAMIL framework that integrates social co-presence, learner characteristics, and perceived learning as essential components for understanding immersive learning in schools. These results highlight that effective immersion arises from pedagogical orchestration, not technological intensity alone. Full article

Place attachment refers to the meaningful ties between individuals and their environments. In educational settings, multi-sensory spatial qualities enhance spatial experience and support long-term well-being. Yet, the relationship between place attachment and spatial qualities has not been sufficiently articulated from a sustainability perspective. This study investigates the associations between sensory spatial qualities and place attachment in educational settings. Accordingly, the study aims to achieve the following: (1) determine students’ place attachment scores, (2) assess multi-sensory spatial qualities in educational spaces, and (3) examine their relationship to support sustainable well-being. The empirical phase employs synchronic methodology conducted with 70 architecture students in the educational spaces of the Department of Architecture at ATU. Place attachment scores were measured via the Place Attachment to University Scale, and sensory spatial qualities were recorded on-site. The relationship is analyzed through Spearman’s correlation, linear regression, and hierarchical regression analyses. Spearman’s correlation indicates significant associations between place attachment and thermal (r = 0.312; p = 0.0086) and visual (r = −0.297; p = 0.0124) qualities. Multiple linear regression shows that thermal (β = 0.466; p = 0.001) and visual qualities (β = −0.0016; p < 0.001) are associated with place attachment. Hierarchical regression reveals that adding multi-sensory spatial variables results in a significant increase in explained variance (ΔR² = 0.118; p < 0.001) beyond exposure-related factors (R² = 0.685). These findings demonstrate the contribution of multi-sensory spatial quality to sustainable well-being and its alignment with sustainability-oriented educational environments. Full article

The Immersive Decentralized Digital space (IDDs), derived from blockchain technology and Massively Multiplayer Online Games (MMOGs), enables real-time multisensory interactions that support social connection under metaverse concepts. Although recognized as a technology with significant potential for educational innovation, IDDs remain underutilized in health professions education. Health profession students are often unaware of how IDDs’ features can be applied to their learning through in- or after-classroom activities. This study employs a quantitative research design to evaluate students’ perceptions of next-generation digital learning without any prior exposure to IDDs. An electronic survey was developed to examine four dimensions of learning facilitation: “Remote Learning” for capturing past experiences with digital competence during the COVID-19 era; “Digital Evolution,” reflecting preferences in utilizing digital spaces; “Interactive Communication” and “Knowledge Application” for applicability of IDDs in the health professions education. Statistical analyses revealed no significant differences in perceptions based on gender or major on all factors. Nevertheless, significant differences emerged based on nationality in “Digital Evolution”, “Interactive Communication”, and “Knowledge Application”, highlighting the influence of cultural and educational backgrounds on receptiveness to virtual learning environments. By recognizing the discrepancies and addressing barriers to digital inclusion, IDDs hold strong potential to enhance health professional learning experiences and educational outcomes. Full article

Maurice Merleau-Ponty’s philosophy of spatial perception, grounded in the body’s multisensory engagement with its surroundings, offers a robust theoretical basis for fostering deeper spatial awareness in interior design education. Drawing upon this framework, the present study investigates the extent to which virtual reality (VR) environments can reproduce selected dimensions of embodied spatial perception. A total of 22 interior design students at Cyprus International University experienced two distinct spaces in both physical and VR modalities. Data were collected through semi-structured interviews and mental mapping techniques, analytically designed around Edward Relph’s “three components of place” model. The findings demonstrate that VR can convey key conceptual spatial attributes including organization, scale, and atmosphere, yet it only partially approximates the sensory depth and bodily salience afforded by physical experience. Although sensory constraints and reduced corporeal engagement in VR limited the students’ holistic comprehension of the spaces, the virtual environments nonetheless supported the development of phenomenological sensitivity to spatial qualities. Overall, the study suggests that VR holds potential as a complementary medium for cultivating body-centered phenomenological awareness in interior design education. Full article