Search Results (220)

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

Background: The COVID-19 pandemic forced an unprecedented global transition to emergency remote teaching, fundamentally disrupting traditional higher education delivery methods. This study investigated how Greek higher education students adapted to mandatory distance learning during the acute phase of the COVID-19 pandemic (March 2020 to May 2021), providing baseline evidence of forced technology adoption patterns that can inform understanding of subsequent hybrid learning developments and future educational design. Methods: A quantitative cross-sectional design surveyed n = 477 students from Greek higher education institutions using a structured questionnaire measuring technology access, platform usage, learning modality preferences, challenges encountered, and future educational perspectives. Data analysis employed descriptive statistics, Pearson correlations, and multiple linear regression to identify predictors of distance learning satisfaction and preferences. Results: Most students expressed positive attitudes toward distance learning (67.9%) and reported comfort with online courses (71.6%), with 69.8% strongly preferring hybrid approaches combining synchronous and asynchronous modalities. Internet connectivity emerged as the primary predictor of satisfaction (β = 0.393, p = 0.052), while demographic factors showed minimal influence (R² = 0.048). Most students achieved platform proficiency within ten days (73.6%), though 67.9% recognized that distance learning poses differential accessibility challenges. Conclusions: Despite successful adaptation to emergency remote teaching, students envision a hybrid educational future that strategically integrates online and face-to-face modalities rather than wholesale replacement of traditional methods, emphasizing the need for infrastructure investment and pedagogical innovation while preserving valued social learning dimensions. Full article

Universities face a dual challenge: supporting student mental health while equipping staff to respond effectively. To address this, we co-designed and embedded the “You Matter, Prioritize Your Wellbeing” intervention within the university curriculum using a participatory action research framework. The program was developed through co-design workshops and a student needs survey, piloted across six undergraduate courses, and refined into a scalable Facilitator’s Toolkit. Data were collected from co-design workshop participants (n = 23 staff, n = 7 students), student survey respondents (n = 109), academic facilitators’ interview (n = 5), and student post-pilot feedback (n = 61). Purposive sampling was used for co-design workshops, and convenience sampling for both surveys. A mixed-methods approach was employed: qualitative data were analysed using reflexive thematic analysis, and quantitative data using descriptive statistics. Evaluation showed strong student engagement, with 82% planning proactive self-care. Academic facilitators reported enhanced confidence and competence in facilitating wellbeing conversations, valuing the structured approach for normalizing the topic while maintaining professional boundaries. Synchronous delivery and authentic facilitator sharing were perceived as especially impactful. Despite systemic barriers, all facilitators expressed commitment to continued use. This study presents a practical, scalable model for a whole-of-university approach to wellbeing, moving beyond siloed support services to foster a proactive culture of care in higher education. Full article

Smart virtual reality (VR) systems are becoming central to media production education, where immersive practice, real-time feedback, and hands-on simulation are essential. This review synthesizes the integration of artificial intelligence (AI) into human-centered, interactive VR learning for television and media production. Searches in Scopus, Web of Science, IEEE Xplore, ACM Digital Library, and SpringerLink (2013–2024) identified 790 records; following PRISMA screening, 94 studies met the inclusion criteria and were synthesized using a systematic scoping review approach. Across this corpus, common AI components include learner modeling, adaptive task sequencing (e.g., RL-based orchestration), affect sensing (vision, speech, and biosignals), multimodal interaction (gesture, gaze, voice, haptics), and growing use of LLM/NLP assistants. Reported benefits span personalized learning trajectories, high-fidelity simulation of studio workflows, and more responsive feedback loops that support creative, technical, and cognitive competencies. Evaluation typically covers usability and presence, workload and affect, collaboration, and scenario-based learning outcomes, leveraging interaction logs, eye tracking, and biofeedback. Persistent challenges include latency and synchronization under multimodal sensing, data governance and privacy for biometric/affective signals, limited transparency/interpretability of AI feedback, and heterogeneous evaluation protocols that impede cross-system comparison. We highlight essential human-centered design principles—teacher-in-the-loop orchestration, timely and explainable feedback, and ethical data governance—and outline a research agenda to support standardized evaluation and scalable adoption of smart VR education in the creative industries. Full article

Background: This study addresses a common challenge in music education: students’ limited emotional engagement during music listening. Objectives: This study compared two teaching methods—externally guided augmented reality (AR) integration and internally generated simulation—in terms of their neural and behavioral differences in guiding students’ visual mental imagery and influencing their musical affect processing. Methods: Using Chinese Pipa music appreciation as our experimental paradigm, we employed fNIRS hyperscanning to record inter-brain synchronization (IBS) during teacher–student interactions across three instructional conditions (AR group, n = 27; visual imagery group, n = 27; no-instruction group, n = 27), while simultaneously assessing students’ performance in music–emotion processing tasks (emotion recognition and experience). Results: At the behavioral level, both instructional methods significantly enhanced students’ ability to differentiate emotional valence in music compared to the control condition. Crucially, the AR approach demonstrated a unique advantage in augmenting emotional arousal. Neurally, both teaching methods significantly enhanced IBS in brain regions associated with emotion evaluation (lOFC) and imaginative reasoning (bilateral dlPFC). Beyond these shared neural correlates, AR instruction specifically engaged additional brain networks supporting social cognition (lFPC) and multisensory integration (rANG). Furthermore, we identified a significant positive correlation between lFPC-IBS and improved emotional arousal exclusively in the AR group. Conclusions: The visual imagery group primarily enhances emotional music processing through neural alignment in core emotional brain regions, while augmented reality instruction creates unique advantages by additionally activating brain networks associated with social cognition and cross-modal integration. This research provides neuroscientific evidence for the dissociable mechanisms through which different teaching approaches enhance music–emotion learning, offering important implications for developing evidence-based educational technologies. Full article

Background: During the COVID-19 pandemic, high rates of infection with SARS-CoV-2 were reported in healthcare workers (HCWs), among whom asymptomatic individuals had high potential to spread the virus while assisting high-risk patients. This study conducted routine SARS-CoV-2 screening among the staff of a specialized cardiology hospital in Brazil during 2022 and 2023, while also evaluating variables associated with infection and the occurrence of symptoms. Methods: A prospective cohort study of 94 HCWs with biweekly RT-PCR screening was performed, employing RT-PCR from nasal swabs. Results: Participants aged 50.9 ± 10.2 years and were predominantly female (85.1%) and non-white (56.4%). The follow-up period was 576.4 ± 185.9 days, and most participants worked in the intensive care unit/emergency department (34%). Although the HCWs with the highest COVID-19 rates before inclusion were technicians/graduates (67.3%) and non-white individuals (57.7%), these groups presented lower infection rates at follow-up (p < 0.001, CI 95% 2.924–27.93; and p = 0.02, CI 95% 0.129–0.859, respectively). The number of asymptomatic cases increased during the study (p = 0.001), and simultaneous infection upsurges occurred in different hospital departments. Interpretation: These data highlight the association between educational level and the risk of SARS-CoV-2 infection in HCWs. The synchronicity of cases in different hospital departments offers insights about the nosocomial spread of SARS-CoV-2. The increase in the number of asymptomatic infections with repeated infections suggests that regular molecular screening may contribute to increasing the safety of both patients and HCWs in a pandemic context. Full article

An overview of seasonal variations in glycaemic patterns in children and young adults with type 1 diabetes has been addressed in a previous work, which paved the way for an in-depth study involving not only traditional Multiple Dose Injection (MDI) therapy, but also a comparative analysis with the use of Advanced Hybrid Closed-Loop (AHCL) insulin pumps. The widespread use of Flash Glucose Monitoring (FGM) and Continuous Glucose Monitoring (CGM) systems, as well as dedicated platforms for synchronizing and storing CGM reports, has facilitated an efficient approach to analyzing glycaemic patterns. The effect of environmental parameters on glycemic trends undoubtedly has a clinical relevance, which however can be appropriately managed by knowing the responses in patients treated with different therapeutic approaches. In this sense, it is possible to evaluate how the glycemic trend in diabetic patients, in relation to external temperatures, responds differently to therapies. In this work, the response, in terms of glucose level, in diabetic patients was analyzed, according to the different therapeutic approaches and in relation to variations in external temperature. For the same period of the previous work (one year: Autumn 2022–Summer 2023), seasonal variations in CGM metrics (i.e., Time In Range—TIR, Time Above Range—TAR, Time Below Range—TBR and Coefficient of Variation—CV) were analyzed. The results show a better metabolic control, linked to the effect of the algorithm on the trend of glycaemia. However, the analysis focused on the heatwave of July 2023 highlights the role of extreme temperatures as a stress factor in the insulin pumps performance. A further focus was carried out on the comparison of glycaemic patterns during the school and non-school period for all patients until 21 years old. Results suggest that during the school period, glycaemic patterns, in patients treated with MDI, show a greater onset of hyperglycaemia. From all that has emerged, it appears clear that structured education on diabetes self-management for patients and their families is fundamental and must take into account multiple factors (type of therapy, daily activities, atmospheric temperature) in order to keep their effects under control. Full article

Cutaneous lymphomas are a heterogeneous group of extranodal non-Hodgkin lymphomas with distinct clinical and biological features, broadly classified into cutaneous T-cell lymphomas (CTCL) and cutaneous B-cell lymphomas (CBCL). With improved survival due to early detection and therapeutic advances, the emergence of second primary malignancies (SPMs) has become a clinical concern. SPMs, defined as new, distinct malignant neoplasms arising synchronously or metachronously with the index cancer, can significantly impair prognosis and quality of life. In this narrative review, we meticulously examine the current literature, to synthesize evidence on SPMs’ incidence and risk factors in patients with primary cutaneous lymphomas. Evidence from population-based and institutional studies consistently demonstrates elevated risks of hematologic and solid tumors in CTCL. By contrast, data on CBCL remain limited, though recent population-based analyses suggest increased risks of certain hematologic malignancies and solid tumors. We further propose development mechanisms for SPMs, including treatment-related mutagenesis, shared genetic susceptibilities, chronic antigenic stimulation, and immune dysregulation. Lastly, we highlight the clinical implications of these findings, underscoring the need for vigilant surveillance, patient education, and tailored screening strategies. Future research should prioritize large-scale, prospective, and molecularly integrated studies to refine risk stratification and guide personalized survivorship care of this vulnerable population. Full article

This paper presents a multiscale monitoring and management framework designed to enhance energy and indoor environmental performance in retrofitted public schools. The proposed system comprises three layers: (i) a cost-effective sensor network deployed at building, room, and device levels; (ii) a data processing layer supporting redundancy, fault detection, and consistency scoring; and (iii) a role-adaptive interface providing customized dashboards for managers, educators, and students. The framework was deployed in two Mediterranean schools undergoing photovoltaic (PV) integration and envelope rehabilitation. The monitoring layer captures key parameters including temperature, humidity, CO₂, PM2.5, occupancy, and circuit-level energy use, enabling multiscale analysis of demand-side behavior and local PV utilization. Data from a full academic year demonstrate a reduction in lighting energy use of up to 22%, classroom-level savings of 10–15%, and an increase in PV self-consumption from 60% to 75%. These improvements were achieved without compromising indoor comfort, as validated by stable environmental conditions aligned with recognized thresholds. The synchronized collection of energy and environmental data allows transparent evaluation of behavioral engagement, operating patterns, and system effectiveness. This research shows that cost-effective, role-adaptive monitoring platforms can support resilience and decarbonization goals in public-sector buildings, particularly where commercial building management systems are financially or technically unfeasible. Full article

This paper investigates the advantages and challenges associated with synchronous and asynchronous activities in intercultural virtual collaboration (IVC) projects, particularly in relation to student satisfaction and learning outcomes. This study draws parallels between two distinct IVC projects. The first facilitated real-time interaction among students, lecturers, and peers from partner universities in the Netherlands and Japan. In contrast, the second project involved separate live classes led by local instructors in the Netherlands and Spain and featured asynchronous interactions among peers. This latter arrangement required students to exercise a greater degree of autonomy in their collaborative efforts. In both IVC projects, students developed a business case study that explored the influence of cultural factors on international marketing strategies. They participated in discussions and reflective exercises concerning the issue of greenwashing within the selected company. Our research employs data derived from students’ final business case reports and satisfaction surveys. The surveys include both closed and open-ended questions to assess the effectiveness of the distinct IVC formats. Our research provides insights into the impact of the IVC formats on the student experience and learning. Findings indicate no substantial differences in the quality of work produced between the two formats; however, student satisfaction was notably higher in the synchronous model, highlighting that the way interactions are structured impacts the collaborative experience, even when final outputs are similar. This study offers important insights for educators navigating the challenges of virtual teaching and for policymakers looking to use digital technologies to foster a globally aware and responsible generation in an increasingly digital world. Full article

To address the limitations of traditional acoustic experimental equipment, such as large volume, discrete modules, and complex operation, this paper proposes and implements a set of digital portable acoustic teaching systems. The hardware component is based on an FPGA, enabling a highly integrated design for signal source excitation and multi-channel synchronous acquisition. It supports the output of various signals, including pulses, sine waves, chirps, and arbitrary waveforms. The software component is developed based on the Qt framework, offering cross-platform compatibility and excellent graphical interaction capabilities. It supports signal configuration, data acquisition, real-time processing, result visualization, and historical playback, establishing a closed-loop experimental workflow of signal excitation–synchronous acquisition–real-time processing–data storage–result visualization. The system supports both local USB connection and remote TCP operation modes, accommodating scenarios such as real-time classroom experiments and cross-regional collaborative teaching. The verification results of three typical experiments, namely, multi-media sound velocity measurement, TDOA hydrophone positioning, and remote acoustic detection, demonstrate that the system performs well in terms of measurement accuracy, positioning stability, and the feasibility of remote detection. This study demonstrates the technical advantages and engineering adaptability of a digital teaching platform in acoustic experimental education. It provides a scalable system solution for cross-regional hybrid teaching models and practice-oriented education under the framework of emerging engineering disciplines. Future work will focus on expanding experimental scenarios, enhancing system intelligence, and improving multi-user collaboration capabilities, aiming to develop a more comprehensive and efficient platform to support acoustic teaching. Full article

In this study, a vision-based remote and synchronized control scheme is proposed for the double six-DOF robotic manipulators. Using an Intel RealSense D435 depth camera and MediaPipe skeletal image feature technique, the operator’s 3D hand pose is captured and mapped to the robot’s workspace via coordinate transformation. Inverse kinematics is then applied to compute the necessary joint angles for synchronized motion control. Implemented on double robotic manipulators with the MoveIt framework, the system successfully achieves a collaborative teleoperation control task to transfer an object from a robotic manipulator to another one. Further, moving average filtering techniques are used to enhance trajectory smoothness and stability. The framework demonstrates the feasibility and effectiveness of non-contact, vision-guided multi-robot control for applications in teleoperation, smart manufacturing, and education. Full article

The integration of Artificial Intelligence and Robotics (AI/R) in healthcare presents both opportunities and challenges, especially in developing countries. This study assessed the attitudes and perceptions of Vietnamese healthcare undergraduates towards AI/R applications in healthcare and elderly care. In 2023, a cross-sectional survey was conducted among 1221 Vietnamese healthcare undergraduates. The questionnaire covered demographic, academic, social, and mental factors, as well as attitudes towards AI/R applications measured by a five-level Likert scale. Key findings revealed that respondents were primarily majoring in medicine (60.9%) and pharmacy (29.4%). Awareness and interest in AI/R were high (89.9% and 88.3%, respectively), but formal training was significantly lacking (5.9%). A substantial majority (89.9%) expressed a need for AI/R training. Respondents perceived considerable benefits of AI/R, particularly in data synchronization (mean [M] = 3.83), workload reduction for medical staff (M = 3.79), and delivering multiple healthcare benefits (M = 3.82). Moderate concerns were noted regarding security and privacy (M = 3.46), potential over-reliance on technology (M = 3.43), and AI/R potentially replacing medical staff (M = 3.38). Overall, perceived benefits (M = 3.67) outweighed concerns (M = 3.38), (p < 0.001). Additionally, participants aware of AI/R and those planning to study abroad showed greater interest and training needs in AI/R. Higher GPA and self-esteem were associated with a greater interest in AI/R research. The study highlights a significant gap in formal AI/R training, not only in availability but also in the absence of structured, outcome-based curricula, despite the strong interest among healthcare students in acquiring knowledge and skills in this area. These findings suggest the need for enhanced educational programs to train healthcare students with the necessary competencies to apply AI/R technologies effectively. Full article

The absence of parental presence has a direct impact on the emotional stability and social routines of children, especially during extended periods of separation from their family environment, as in the case of daycare centers, hospitals, or when they remain alone at home. At the same time, the technology currently available to provide emotional support in these contexts remains limited. In response to the growing need for emotional support and companionship in child care, this project proposes the development of a multi-platform software architecture based on artificial intelligence (AI), designed to be integrated into humanoid robots that assist children between the ages of 6 and 14. The system enables daily verbal and non-verbal interactions intended to foster a sense of presence and personalized connection through conversations, games, and empathetic gestures. Built on the Robot Operating System (ROS), the software incorporates modular components for voice command processing, real-time facial expression generation, and joint movement control. These modules allow the robot to hold natural conversations, display dynamic facial expressions on its LCD (Liquid Crystal Display) screen, and synchronize gestures with spoken responses. Additionally, a graphical interface enhances the coherence between dialogue and movement, thereby improving the quality of human–robot interaction. Initial evaluations conducted in controlled environments assessed the system’s fluency, responsiveness, and expressive behavior. Subsequently, it was implemented in a pediatric hospital in Guayaquil, Ecuador, where it accompanied children during their recovery. It was observed that this type of artificial intelligence-based software, can significantly enhance the experience of children, opening promising opportunities for its application in clinical, educational, recreational, and other child-centered settings. Full article

This project presents the development of an open-source educational platform based on an automotive Electrically Excited Synchronous Machine (EESM) repurposed from a KIA Sportage mild-hybrid vehicle. The introduction provides an overview of hybrid drive systems and the primary configurations employed in automotive applications, including classifications based on power flow and the placement of electric motors. The focus is placed on the parallel hybrid configuration, where a belt-driven starter-generator assists the internal combustion engine (ICE). Due to the proprietary nature of the original control system, the unit was disassembled, and a custom control board was designed using a Texas Instruments C2000 Digital Signal Processor (DSP). The motor features a six-phase dual three-phase stator, offering improved torque smoothness, fault tolerance, and reduced current per phase. A compact Anisotropic Magneto Resistive (AMR) position sensor was implemented for position and speed measurements. Current sensing was achieved using both direct and magnetic field-based methods. The control algorithm was verified on a modified six-phase inverter under simulated vehicle conditions utilizing a dynamometer. Results confirmed reliable operation and validated the control approach. Future work will involve complete hardware testing with the new control board to finalize the platform as a flexible, open-source tool for research and education in hybrid drive technologies. Full article