Search Results (839)

The growing number of senior experts leaving the workforce (especially in more developed economies, such as in Europe), combined with the ubiquitous access to artificial intelligence (AI), is triggering organizations to review their knowledge transfer programs, motivated by both financial and management perspectives. Our study aims to contribute to the field by analyzing options to integrate intergenerational tacit knowledge transfer (InterGenTacitKT) with AI-driven approaches, offering a novel perspective on sustainable Knowledge and Human Resource Management in organizations. We will do this by building on previous research and by extracting findings from 36 in-depth semi-structured interviews that provided success factors for junior/senior tandems (JuSeTs) as one notable format of tacit knowledge transfer. We also refer to the literature, in a grounded theory iterative process, analyzing current findings on the use of AI in tacit knowledge transfer and triangulating and critically synthesizing these sources of data. We suggest that adding AI into a tandem situation can facilitate collaboration and thus aid in knowledge transfer and trust-building. We posit that AI can offer strong complementary services for InterGenTacitKT by fostering the identified success factors for JuSeTs (clarity of roles, complementary skill sets, matching personalities, and trust), thus offering organizations a powerful means to enhance the effectiveness and sustainability of InterGenTacitKT that also strengthens employee productivity, satisfaction, and loyalty and overall organizational competitiveness. Full article

This paper presents a qualitative case study on the design, implementation, and validation of the Art Nouveau Path, a mobile augmented reality game developed to foster sustainability competences through engagement with Aveiro’s Art Nouveau built heritage. Grounded in the GreenComp framework and developed through a Design-Based Research approach, the game integrates location-based interaction, narrative storytelling, and multimodal augmented reality and multimedia content to activate key competences such as systems thinking, futures literacy, and sustainability-oriented action. The game was validated with 33 in-service schoolteachers, both through a simulation-based training workshop and a curricular review of the game. A mixed-methods strategy was used, combining structured questionnaires, open-ended reflections, and curricular review. The findings revealed strong emotional and motivational engagement, interdisciplinary relevance, and alignment with formal education goals. Teachers emphasized the game’s capacity to connect local identity with global sustainability challenges through immersive and reflective experiences. Limitations pointed to the need for enhanced pedagogical scaffolding, clearer integration into STEAM subjects, and broader accessibility across technological contexts. This study demonstrates that these games, when grounded in competence-based frameworks and inclusive design, can meaningfully support multimodal, situated learning for sustainability and offer valuable contributions to pedagogical innovation in Education for Sustainable Development. Full article

Background/Objective: Frontline healthcare staff who contend diseases and mitigate their transmission were repeatedly exposed to high-risk conditions during the COVID-19 pandemic. They were at risk of mental health issues, in particular, psychological stress, depression, anxiety, financial stress, and/or burnout. This study aimed to investigate and evaluate the occupational stress of medical doctors, nurses, pharmacists, physiotherapists, and other hospital support crew during the COVID-19 pandemic in Saudi Arabia. Methods: We collected both qualitative and quantitative data from a survey given to public and private hospitals using methods like correspondence analysis, cluster analysis, and structural equation models to investigate the work-related stress (WRS) and anxiety of the staff. Since health-related factors are unclear and uncertain, a fuzzy association rule mining (FARM) method was created to address these problems and find out the levels of work-related stress (WRS) and anxiety. The statistical results and K-means clustering method were used to find the best number of fuzzy rules and the level of fuzziness in clusters to create the FARM approach and to predict the work-related stress and anxiety of healthcare staff. This innovative approach allows for a more nuanced appraisal of the factors contributing to work-related stress and anxiety, ultimately enabling healthcare organizations to implement targeted interventions. By leveraging these insights, management can foster a healthier work environment that supports staff well-being and enhances overall productivity. This study also aimed to identify the relevant health factors that are the root causes of work-related stress and anxiety to facilitate better preparation and motivation of the staff for reorganizing resources and equipment. Results: The results and findings show that when the financial burden (FIN) of healthcare staff increased, WRS and anxiety increased. Similarly, a rise in psychological stress caused an increase in WRS and anxiety. The psychological impact (PCG) ratio and financial impact (FIN) were the most influential factors for the staff’s anxiety. The FARM results and findings revealed that improving the financial situation of healthcare staff alone was not sufficient during the COVID-19 pandemic. Conclusions: This study found that while the impact of PCG was significant, its combined effect with FIN was more influential on staff’s work-related stress and anxiety. This difference was due to the mutual effects of PCG and FIN on the staff’s motivation. The findings will help healthcare managers make decisions to reduce or eliminate the WRS and anxiety experienced by healthcare staff in the future. Full article

Science teachers continue to face decreased motivation, lower achievement levels, and decreased enrollment in post-secondary science programs. Teachers ask themselves this question: How do I motivate my students to achieve? Student-centered pedagogies, such as an in-depth pedagogy informed by Self-Determination Theory, can improve students’ motivation by addressing students’ basic psychological needs for autonomy, competency, and relatedness. Problem-based learning presents students with relevant situations and actively engages them in developing plausible solutions to problems. Environmental sustainability encompasses issues concerning our ecological and social environments. Teachers can focus on these issues to develop authentic problem-based learning units that offer a student-relevant pathway to improve motivation and scientific literacy. We propose a pedagogical framework, drawing on Self-Determination Theory, to promote students’ motivation to engage keenly with environmental sustainability education through problem-based learning. This framework is designed for secondary science classrooms to inform science teachers’ pedagogical practice. Full article

Gamification has emerged as a powerful strategy in digital education, enhancing engagement, motivation, and learning outcomes. However, most research lacks theoretical grounding and often applies multiple and uncontextualized game elements, limiting its impact and replicability. To address these gaps, this study introduces a Systemic Gamification Theory (SGT)—a comprehensive, human-centered model for designing and evaluating inclusive and effective gamified educational environments. Sustained in Education, Human–Computer Interaction, and Psychology, SGT is structured around four core principles, emphasizing the importance of integrating game elements (1—Integration) into cohesive systems that generate emergent outcomes (2—Emergence) aligned synergistically (3—Synergy) with contextual needs (4—Context). The theory supports inclusivity by accounting for individual traits, situational dynamics, spatial settings, and cultural diversity. To operationalize SGT, we developed two tools: i. a set of 10 Heuristics to guide and analyze effective and inclusive gamification; and ii. a Framework for designing and evaluating gamified systems, as well as comparing research methods and outcomes across different contexts. These tools demonstrated how SGT enables robust, adaptive, and equitable gamified learning experiences. By advancing theoretical and practical development, SGT fosters a transformative approach to gamification, enriching multimedia learning through thoughtful system design and reflective evaluation practices. Full article

This study presents a new equation, the dynamic recovery factor (DRF), for evaluating the recovery factor (RF) in homogeneous and heterogeneous reservoirs. The DRF method’s outcomes are validated and compared using the decline curve analysis (DCA) method. Real measured field data from 15 wells in a homogenous sandstone reservoir and 10 wells in a heterogeneous carbonate reservoir are utilized for this study. The concept of the DRF approach is based on the material balance principle, which integrates several components (weighted average cumulative pressure drop (ΔP_cum), total compressibility (C_t), and oil saturation (S_o)) for predicting RF. The motivation for this study stems from the practical restrictions of conventional RF valuation techniques, which often involve extensive datasets and use simplifying assumptions that are not applicable in complex heterogeneous reservoirs. For the homogenous reservoir, the DRF approach predicts an RF of 8%, whereas the DCA method predicted 9.2%. In the heterogeneous reservoir, the DRF approach produces an RF of 6% compared with 5% for the DCA technique. Sensitivity analysis shows that RF is very sensitive to variations in C_t, ΔP_cum, and S_o, with values that vary from 6.00% to 10.71% for homogeneous reservoirs and 4.43% to 7.91% for heterogeneous reservoirs. Uncertainty calculation indicates that errors in C_t, ΔP_cum, and S_o propagate to RF, with weighting factor (W_i) uncertainties causing changes of ±3.7% and ±4.4% in RF for homogeneous and heterogeneous reservoirs, respectively. This study shows the new DRF approach’s ability to provide reliable RF estimations via pressure dynamics, while DCA is used as a validation and comparison baseline. The sensitivity analyses and uncertainty analyses provide a strong foundation for RF estimation that helps to select well-informed decisions in reservoir management with reliable RF values. The novelty of the new DRF equation lies in its capability to correctly estimate RFs using limited available historical data, making it appropriate for early-stage development and data-scarce situations. Hence, the new DRF equation is applied to various reservoir qualities, and the results show a strong alignment with those obtained from DCA, demonstrating high accuracy. This agreement validates the applicability of the DRF equation in estimating recovery factors through different reservoir qualities. Full article

Occupational stress is a major contributor to mental and physical health problems, yet individuals vary in how they appraise and respond to stress, even in identical situations. This study investigates whether motivational goals and internalized conflict schemas—as proposed by Grawe’s Consistency Theory—account for these differences by intensifying subjective stress when approach and avoidance goals are simultaneously activated. In a vignette-based pilot study, we validated 12 workplace scenarios varying in incongruence levels. In the main study (N = 482; mean age 25 years; 83.2% female), participants completed the FAMOS questionnaire to assess approach and avoidance goals and were randomly assigned to 4 out of the 12 pretested vignettes. Subjective stress was measured before and after vignette exposure using the SSSQ, and subjective wellbeing was measured using the PANAS. Multilevel modeling showed that participants with stronger avoidance goals and conflict schemas reported higher baseline stress, and that experimentally induced high incongruence led to greater increase in stress levels compared to low incongruence in three out of four scenarios. These findings suggest that psychological inconsistencies—particularly avoidance goals, conflict schemas, and goal incongruence—serve as internal stressors that intensify stress responses. The results highlight the importance of considering individual motivational patterns in stress research and intervention. 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

Communication about moral decision-making involves complex emotional and cognitive processes, especially in critical situations. This study adopted a hyperscanning paradigm to explore neural convergence during moral negotiation. Twenty-six healthy young adults (mean age = 23.59 years; 16 women, 10 men), with no neurological or psychiatric conditions, were paired into 13 same-gender dyads at the Università Cattolica del Sacro Cuore. Each dyad discussed a medical moral dilemma while their electrophysiological (EEG) activity was simultaneously recorded. Participants were first categorized according to their Dominant Reasoning Profile (DRP) (cognitive or affective), and subsequently convergence in DRP within the dyads was established. EEG band dissimilarities within each dyad were analyzed across frontal, temporo-central, and parieto-occipital regions. The results revealed significantly greater dissimilarity in frontal delta-band activity compared to parieto-occipital areas, regardless of the dyad’s DRP. Such results might suggest different emotional and motivational reactions between the two individuals, reflecting a broader gap in how the moral decision-making process was interpreted and internalized by each member, despite their DRP. The EEG hyperscanning paradigm proves useful in the study and understanding of the neural mechanisms involved in social interaction about morally sensitive decisions and provides novel insights into dyadic brain dynamics. Full article

To develop interventions and policies to promote healthy and sustainable diets during times of crisis, it is important to understand how populations respond to such situations based on real-life examples. Using the recent COVID-19 pandemic as a case study to identify risk and protective factors for such situations, we implemented the first longitudinal mixed-methods approach of this topic to date. Data were collected from a sample of UK parents (stratified for gender and socioeconomic status) through two surveys and a set of focus groups during the pandemic. The focus groups identified multifaceted drivers of change linked to capability (e.g., shielding), opportunity (e.g., time, food access and availability), and motivation (e.g., reflective motivation, stress and mental health challenges) barriers. High levels of COVID-19 stress were linked with less healthy and sustainable diets in the survey results, while higher social cohesion, reflective motivation to consume healthy foods, and positive coping scores were protective, and linked to healthier and more sustainable diets. A range of coping strategies were identified, including home cooking and meal planning, which could provide a basis for future intervention development to reduce stress, maintain wellbeing, and improve dietary outcomes in future crisis situations. Full article

Managers often need to stay motivated and effectively motivate others. Therefore, they should rely on evidence-based interventions to effectively motivate and self-motivate. This research investigated how self-determination theory-based interventions affect employees’ motivation dynamics and motivational consequences within short time frames (i.e., within an hour, within a few weeks or months) in two empirical studies. Study one focused on assessing the effectiveness of a one-day training workshop in helping to improve managers’ work motivation, basic psychological needs satisfaction/frustration, subordinates’ motivation, and perceptions of managers’ needs-supportive/thwarting behaviors within a few weeks. Results support the effectiveness of the training, as managers were rated by their direct subordinates as having fewer needs-thwarting behaviors and reported self-improvement in needs satisfaction and frustration six weeks after completing the training program. Study two used the mean and covariance structure analysis and tested the impact of three types of basic psychological needs-supportive/thwarting and control conditions (3 × 2 × 1 factorial design) on participants’ situational motivation, vitality, and general self-efficacy for playing online word games within 30 min. Multi-group confirmatory factor analysis (CFA) confirmed the scalar measurement invariance, then latent group mean comparison results show consistently lower controlled motivation across the experimental conditions. During a quick online working scenario, the theory-based momentary intervention effectively changed situational extrinsic self-regulation in participants. Supplementary structural equation modeling (SEM; cross-sectional) analyses using experience samples supported the indirect dual-path model from basic needs satisfaction to vitality and general efficacy via situational motivation. We discussed the theoretical implications of the temporal properties of work motivation, the practical implications for employee training, and the limitations. Full article

This study attempts to provide a comprehensive explanation for cybercrimes, with emphasis on cyberbullying, by applying situational action theory (SAT). Various hypotheses regarding the motivational and moral dimensions of cyberbullying are presented. Specifically, the interaction effects between motivational and moral factors, such as individual morality and environmental factors of differential association with cyberbullying peers, are examined. Moreover, the roles of self-control and deterrence are investigated as internal and external control factors in situations where conflicts arise between an individual’s morality and the moral rules of their environment. The findings of this study support the assertions of SAT and demonstrate significant interaction effects between cyberbullying victimization and moral factors. Furthermore, consistent with SAT’s discussion on conflicts in the moral dimension, this study reveals that self-control functions as a control factor in situations where individuals possess high morality but are confronted with high levels of differential association with cyberbullying peers; however, the argument that deterrence operates in situations of low differential association with cyberbullying peers and low individual morality is not supported. Despite the partial verification of SAT, this theory is generally endorsed and offers utility in explaining cyberbullying. Full article

In the recent K-12 educational literature, arts-based data visualization has been positioned as a compelling means of rendering data science and statistical learning accessible, motivating, and empowering for youth, as data users and producers. However, the only research to attend carefully to youth’s data-based, artistic storytelling practices has been limited in scope to specific storytelling mechanisms, like youth’s metaphor usage. Engaging in design-based research, we sought to understand the art and design decisions that youth make and the data-based arguments and stories that youth tell through their arts-based data visualizations. We drew upon embodied theory to acknowledge the holistic, synergistic, and situated nature of student learning and making. Corresponding with emerging accounts of youth arts-based data visualization practices, we saw regular evidence of art, storytelling, and personal subjectivities intertwining. Contributing to this literature, we found that these intersections surfaced in a number of domains, including youth’s pictorial symbolism, visual encoding strategies, and data decisions like manifold pictorial symbols arranged to support complex, multilayered, ambiguous narratives; qualitative data melding community and personal lived experience; and singular statements making persuasive appeals. This integration of art, story, agency, and embodiment often manifested in ways that seemed to jostle against traditional notions of and norms surrounding data science. Full article

It is a popular assumption that people learn certain practices for handling media in the course of their adolescence and adulthood, which make it difficult for them to develop new patterns for the use of media at a later point in their lives. From this theoretical standpoint, it is a challenge for older people to learn how to handle new media and integrate them into their current living situation. Beyond theoretical assumptions, there has formerly been a lack of exploratory investigations pursuing the conditions under which older adults take up digital media with which they were previously not familiar and incorporate them into their daily lives. Between October 2023 and March 2024, 32 semi-standardised individual interviews were conducted with a group of people between 80 and 93 years of age, who had recently acquired a digital medium and integrated it into their everyday lives. The decisive factor here was the presence of certain motives that generate plausible incentives to make permanent use of new media. The interviewees have purposefully acquired new media. It is notable that acquisition processes were strongly initiated by significant changes in life circumstances. In the case of most interviewees, the intention to acquire an internet-enabled medium was based on the wish to use a few selected functions. New options for online use were only explored after a while. The following patterns were identified regarding the motives and gratifications of acquisition: new media as…(1) hobby extension, (2) support network, (3) compensation tool, (4) connection opportunity, (5) escape from everyday life. It can be assumed that older people experience the use of new media as purposeful if they have specific motives for doing so. Biological, psychological and social correlations as well as ways of coping and dealing with age(ing) are relevant here. If daily use potentials are perceived as beneficial, older people show a high level of adaptability in terms of new media. Against this background, a gratification-orientated model appears to be a promising starting point for explaining the prerequisites for media adoption based on motives that generate plausible incentives for learning how to use new media at an older age. Full article

Improved medical treatments have extended survival and life expectancy in adults with congenital heart defects (ACHD), placing greater emphasis on psychosocial health. Up to one-third of ACHD experience anxiety or depression, and half develop a mental illness during their lifetime. While there is solid evidence on the prevalence of mental health, many do not receive psychological, psychotherapeutic, or psychiatric treatment (PST) and the psychological care situation remains understudied. In a nationwide, online cross-sectional survey conducted in Q1 2024, 1486 ACHD aged 18 to 85 (M_age = 36.84 years; 60.8% female) registered in the German National Register for Congenital Heart Defects (NRCHD) completed self-report questionnaires on sociodemographics, illness identity (Illness Identity Questionnaire), mental well-being, and utilisation of PST. CHD diagnoses were determined in conformity with the International Pediatric and Congenital Cardiac Code (IPCCC) and CHD was classified according to Warnes et al. (simple/moderate/complex). Analyses included chi-square tests, t-tests, and binary logistic regression. Overall, 32.8% of participants reported current and/or previous PST (women 37.5%, men 25.3%). PST utilisation was significantly higher in those with complex (40.2%) compared to moderate (29.6%) and simple CHD (25.3%) (ps < 0.01). Primary treatment reasons were mental illness (41.7%) and CHD-related concerns (37.2%). Nearly half of treatments were self-initiated (45.8%) and about one-third were physician-recommended (30.8%). Logistic regression revealed CHD severity as a significant predictor of PST use (ps < 0.05), with lower odds for simple (OR = 0.48) and moderate (OR = 0.66) compared to complex CHD when controlling for sex (p < 0.001, OR = 1.87), age (p = 0.022, OR = 1.011), education level (ps between 0.060 and 0.780), and net income (ps < 0.05). Those receiving PST showed significantly higher maladaptive illness-identity scores (engulfment, rejection) and lower acceptance. Approximately one in three ACHD requires mental health support, particularly those with complex CHD. The CHD itself acts as a key stressor and treatment motivator. Findings underscore the need for integrated care linking cardiological and psychosocial services. Routine screening for psychological distress and low-threshold access to PST—also for patients with simple and moderate CHD—are essential to identify and address mental health needs early. Full article