Sign in to use this feature.

Years

Between: -

Subjects

remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline

Journals

remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline

Article Types

Countries / Regions

remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline

Search Results (7,617)

Search Parameters:
Keywords = I think

Order results
Result details
Results per page
Select all
Export citation of selected articles as:
44 pages, 985 KB  
Systematic Review
Mathematical Creativity: A Systematic Review of Definitions, Frameworks, and Assessment Practices
by Yasemin Sipahi and A. Kadir Bahar
Educ. Sci. 2025, 15(10), 1348; https://doi.org/10.3390/educsci15101348 (registering DOI) - 11 Oct 2025
Abstract
Mathematical creativity (MC) plays an important role in mathematics and education; however, its conceptualization and assessment remain inconsistent across empirical studies. This systematic review examined how MC has been defined, conceptualized, and assessed across 80 empirical studies involving K-12 populations. Through thematic analysis, [...] Read more.
Mathematical creativity (MC) plays an important role in mathematics and education; however, its conceptualization and assessment remain inconsistent across empirical studies. This systematic review examined how MC has been defined, conceptualized, and assessed across 80 empirical studies involving K-12 populations. Through thematic analysis, the study identified three definition types: divergent thinking, problem-solving, and problem-posing, as well as affective–motivational emphasis. We organized theoretical frameworks into three categories: domain-general, domain-specific, and multidimensional frameworks. Results showed that the most common definitions emphasized divergent thinking components while fewer studies highlighted affective and dispositional factors. Domain-specific frameworks were the most frequently used, followed by multidimensional frameworks. Regarding assessment, studies predominantly relied on divergent-thinking scoring. Most assessments used criterion-referenced rubrics with norm-based comparisons. They were delivered mainly in paper-pencil format. Tasks were typically open-ended multiple-solution problems with fewer studies using self-reports or observational methods. Overall, the field prioritizes product-based scoring (e.g., fluency, flexibility, originality) over evidence about students’ solution processes (e.g., reasoning, metacognitive monitoring). To improve cross-context comparability, future work should standardize and transparently report age, grade, and country coding and scoring practices. Full article
(This article belongs to the Special Issue Creativity and Education)
21 pages, 5726 KB  
Article
Embodied and Shared Self-Regulation Through Computational Thinking Among Preschoolers
by X. Christine Wang, Grace Yaxin Xing and Virginia J. Flood
Educ. Sci. 2025, 15(10), 1346; https://doi.org/10.3390/educsci15101346 (registering DOI) - 11 Oct 2025
Abstract
While existing research highlights a positive association between computational thinking (CT) and self-regulation (SR) skills, limited attention has been given to the embodied and social processes within CT activities that support young children’s executive functions (EFs)—key components of SR. This study investigates how [...] Read more.
While existing research highlights a positive association between computational thinking (CT) and self-regulation (SR) skills, limited attention has been given to the embodied and social processes within CT activities that support young children’s executive functions (EFs)—key components of SR. This study investigates how preschoolers develop basic and higher-order EFs, such as focused attention, inhibitory control, causal reasoning, and problem-solving, through their engagement with a tangible programming toy in teacher-guided small groups in a university-affiliated preschool. Informed by a we-syntonicity framework that integrates Papert’s concepts of body/ego syntonicity and Schutz’s “we-relationship”, we conducted a multimodal microanalysis of video-recorded group sessions. Our analysis focuses on two sessions, the “Obstacle Challenge” and “Conditionals”, featuring four excerpts. Findings reveal that children leverage bodily knowledge and empathy toward the toy—named Rapunzel—to sustain attention, manage impulses, reason about cause-effect, and collaborate on problem-solving. Three agents shape these processes: the toy, fostering collective engagement; the teacher, scaffolding learning and emotional regulation; and the children, coordinating actions and sharing affective responses. These findings challenge traditional views of SR as an individual cognitive activity, framing it instead as an embodied, social, and situated practice. This study underscores the importance of collaborative CT activities in fostering SR during early childhood. Full article
(This article belongs to the Special Issue Computational Thinking and Programming in Early Childhood Education)
Show Figures

Figure 1

21 pages, 719 KB  
Article
The Relevance of AI-Driven Marketing Through Design Thinking for a Strategic Approach to Resilient Problem-Solving and Communication for SMEs
by Ioseb Gabelaia
Sustainability 2025, 17(20), 8994; https://doi.org/10.3390/su17208994 - 10 Oct 2025
Abstract
SMEs often face challenges in optimizing their marketing strategies to achieve measurable and sustainable effectiveness in resource-constrained business environments. There is a limited knowledge how integrating the Design Thinking philosophy into AI-driven marketing strategies can generate resilient marketing results for SMEs. The purpose [...] Read more.
SMEs often face challenges in optimizing their marketing strategies to achieve measurable and sustainable effectiveness in resource-constrained business environments. There is a limited knowledge how integrating the Design Thinking philosophy into AI-driven marketing strategies can generate resilient marketing results for SMEs. The purpose of this research is to explore how integrating DT philosophy can improve and sustain the effectiveness of AI-driven marketing campaigns for SMEs. The author used a qualitatively driven mixed-data case study approach to develop a comprehensive understanding integrating AI-driven marketing and DT. Data were collected through interviews, performance metrics analysis, and document review within three SMEs. The results revealed that incorporating the DT philosophy into AI-driven marketing strategies is associated with marketing effectiveness for SMEs. Additionally, SMEs adopting this integration achieve greater customer engagement and interaction. The combination of DT and AI-driven marketing observed higher improvements than traditional approaches. These results are challenged due to the potential risk of bias, and the qualitative nature may present challenges in convincing readers accustomed to definitive and statistical results. Full article
Show Figures

Figure 1

29 pages, 1219 KB  
Review
Economic Impact Assessment for Positive Energy Districts: A Literature Review
by Marco Volpatti, Andreas Tuerk, Camilla Neumann, Ilaria Marotta, Maria Beatrice Andreucci, Matthias Haase, Francesco Guarino, Rosaria Volpe and Adriano Bisello
Energies 2025, 18(20), 5341; https://doi.org/10.3390/en18205341 - 10 Oct 2025
Abstract
To address the global challenge of sustainable energy transition in cities, there is a growing demand for innovative solutions to provide flexible, low-carbon, and socio-economically profitable energy systems. In this context, there is a need for holistic evaluation frameworks for the prioritization and [...] Read more.
To address the global challenge of sustainable energy transition in cities, there is a growing demand for innovative solutions to provide flexible, low-carbon, and socio-economically profitable energy systems. In this context, there is a need for holistic evaluation frameworks for the prioritization and economic optimization of interventions. This paper provides a literature review on sustainable planning and economic impact assessment of innovative urban areas, such as Positive Energy Districts (PEDs), to analyze research trends in terms of evaluation methods, impacts, system boundaries, and identify conceptual and methodological gaps. A dedicated search was conducted in the Scopus database using several query strings to conduct a systematic review. At the end, 57 documents were collected and categorized by analysis approach, indicators, project interventions, and other factors. The review shows that the Cost–Benefit Analysis (CBA) is the most frequently adopted method, while Life Cycle Costing and Multi-Criteria Analysis result in a more limited application. Only in a few cases is the reduction in GHG emissions and disposal costs a part of the economic model. Furthermore, cost assessments usually do not consider the integration of the district into the wider energy network, such as the interaction with energy markets. From a more holistic perspective, additional costs and benefits should be included in the analysis and monetized, such as the co-impact on the social and environmental dimensions (e.g., social well-being, thermal comfort improvement, and biodiversity preservation) and other operational benefits (e.g., increase in property value, revenues from Demand Response, and Peer-To-Peer schemes) and disposal costs, considering specific discount rates. By adopting this multi-criteria thinking, future research should also deepen the synergies between urban sectors by focusing more attention on mobility, urban waste and green management, and the integration of district heating networks. According to this vision, investments in PEDs can generate a better social return and favour the development of shared interdisciplinary solutions. Full article
(This article belongs to the Special Issue Emerging Trends and Challenges in Zero-Energy Districts)
20 pages, 321 KB  
Article
Obsessive Beliefs, Metacognitive Beliefs, and Rumination in Parents of Adolescents with and Without Obsessive–Compulsive Disorder: A Linear Mixed-Effects Model
by Emre Mısır and Mutlu Muhammed Özbek
Brain Sci. 2025, 15(10), 1093; https://doi.org/10.3390/brainsci15101093 - 10 Oct 2025
Abstract
Background: Parental cognitive characteristics may represent environmental risk factors in obsessive–compulsive disorder (OCD). This study compared obsessive beliefs, metacognitions, and ruminative thinking in parents of adolescents with OCD and healthy controls (HCs), and examined links with clinical features in patients. Methods: Participants were [...] Read more.
Background: Parental cognitive characteristics may represent environmental risk factors in obsessive–compulsive disorder (OCD). This study compared obsessive beliefs, metacognitions, and ruminative thinking in parents of adolescents with OCD and healthy controls (HCs), and examined links with clinical features in patients. Methods: Participants were 45 adolescents with OCD, 45 HCs, and both their mothers and fathers. The Children’s Yale-Brown Obsessive Compulsive Scale (CY-BOCS) assessed symptom severity in adolescents. Parents completed the Obsessive Beliefs Questionnaire (OBQ), Ruminative Thought Style Questionnaire (RTSQ), 30-item Metacognitions Questionnaire (MCQ-30), and Patient Health Questionnaire-9 (PHQ-9). Data were analyzed using linear mixed-effects models, followed by correlation and regression analyses. Results: Parents of patients had higher scores on the importance/control of thoughts, the need to control thoughts, and cognitive self-consciousness (MCQ-CSC). Mothers of adolescents with OCD had the highest scores on inflated responsibility/threat estimation (OBQ-RTE), perfectionism/intolerance of uncertainty (OBQ-PIU), rumination, and cognitive confidence (MCQ-CC). Regression analyses showed that lower maternal MCQ-CC predicted earlier OCD onset, while higher rumination predicted later onset. Obsession severity in adolescents was linked to higher maternal MCQ-CSC, obsessive slowness to maternal OBQ-PIU, and pathological doubt to greater maternal rumination. Children’s indecisiveness correlated with paternal OBQ-RTE and OBQ-PIU. Conclusions: Our findings revealed elevated cognitive vulnerabilities for OCD in mothers of affected adolescents and identified specific associations between parental cognitive characteristics and their children’s symptom profiles. Future longitudinal studies using dyadic parental design with larger samples may further elucidate the role of parental cognitive patterns in the development and course of OCD. Full article
(This article belongs to the Section Neuropsychiatry)
33 pages, 2489 KB  
Article
When Support Hides Progress: Insights from a Physics Tutorial on Solving Laplace’s Equation Using Separation of Variables in Cartesian Coordinates
by Jaya Shivangani Kashyap, Robert Devaty and Chandralekha Singh
Educ. Sci. 2025, 15(10), 1345; https://doi.org/10.3390/educsci15101345 - 10 Oct 2025
Abstract
The electrostatic potential in certain types of boundary value problems can be found by solving Laplace’s Equation (LE). It is important for students to develop the ability to recognize the utility of LE and apply the method to solve physics problems. To develop [...] Read more.
The electrostatic potential in certain types of boundary value problems can be found by solving Laplace’s Equation (LE). It is important for students to develop the ability to recognize the utility of LE and apply the method to solve physics problems. To develop students’ problem-solving skills for solving problems that can be solved effectively using Laplace’s equation in an upper-level electricity and magnetism course, we developed and validated a tutorial focused on finding electrostatic potential in a Cartesian coordinate system. The tutorial was implemented across three instructors’ classes, accompanied by scaffolded pretest (after traditional lecture) and posttest (after the tutorial). We also conducted think-aloud interviews with advanced students using both unscaffolded and scaffolded versions of the pretest and posttest. Findings reveal common student difficulties that were included in the tutorial as a guide to help address them. The difference in the performance of students from the pretest after lecture to the posttest after the tutorial was similar on the scaffolded version of the tests (in which the problems posed were broken into sub-problems) for all three instructors’ classes and interviewed students. Equally importantly, interviewed students demonstrated greater differences in scores from the pretest and posttest on the unscaffolded versions in which the problems were not broken into sub-problems, suggesting that the scaffolded version of the tests may have obscured evidence of actual learning from the tutorial. While a scaffolded test is typically intended to guide students through complex reasoning by breaking a problem into sub-problems and offering structured support, it can limit opportunities to demonstrate independent problem-solving and evidence of learning from the tutorial. Additionally, one instructor’s class underperformed relative to others even on the pretest. This instructor had mentioned that the tests and tutorial were not relevant to their current course syllabus and offered a small amount of extra credit for attempting to help education researchers, highlighting how this type of instructor framing of instructional tasks can negatively impact student engagement and performance. Overall, in addition to identifying student difficulties and demonstrating how the tutorial addresses them, this study reveals two unanticipated but critical insights: first, breaking problems into sub-parts can obscure evidence of students’ ability to independently solve problems, and second, instructor framing can significantly influence student engagement and performance. Full article
Show Figures

Figure 1

13 pages, 246 KB  
Article
Factors Influencing the Quality of Distance Learning—A Serbian Case
by Marjana Pardanjac, Snežana Vitomir Jokić, Ivana Berković, Biljana Radulović, Nadežda Ljubojev and Eleonora Brtka
Sustainability 2025, 17(19), 8941; https://doi.org/10.3390/su17198941 - 9 Oct 2025
Viewed by 34
Abstract
This study examines the key factors influencing the quality of distance learning in higher education during the COVID-19 pandemic, a period when online learning became the dominant mode of education. Using a descriptive method and a 26-item questionnaire, data were collected from a [...] Read more.
This study examines the key factors influencing the quality of distance learning in higher education during the COVID-19 pandemic, a period when online learning became the dominant mode of education. Using a descriptive method and a 26-item questionnaire, data were collected from a representative sample of 360 students in Vojvodina, Serbia. The factors analyzed include computer literacy and technology access (Ph1), students’ ability to balance life obligations with study demands (Ph2), and their motivation for distance learning (Ph3). The results show that 89% of students had adequate IT access, 47% were able to reconcile study and personal obligations, and 70% reported strong motivation. Correlation analysis confirmed a statistically significant positive relationship between all three factors and students’ perceptions of well-organized distance learning, thus supporting the main research hypothesis. Beyond these findings, this study interprets digital literacy as adaptability, time management as resilience, and motivation as value orientation and future thinking—core dimensions of sustainability competences outlined in the European GreenComp framework. Distance learning is therefore positioned not only as an emergency response but also as a transformative pedagogy that integrates brain (knowledge), hands (skills), heart (values), and spirit (purpose), contributing to sustainable and resilient higher education. Full article
(This article belongs to the Special Issue Transformative Pedagogies for Sustainability Competence Development)
21 pages, 1254 KB  
Article
AI-Enhanced PBL and Experiential Learning for Communication and Career Readiness: An Engineering Pilot Course
by Estefanía Avilés Mariño and Antonio Sarasa Cabezuelo
Algorithms 2025, 18(10), 634; https://doi.org/10.3390/a18100634 - 9 Oct 2025
Viewed by 158
Abstract
This study investigates the utilisation of AI tools, including Grammarly Free, QuillBot Free, Canva Free Individual, and others, to enhance learning outcomes for 180 s-year telecommunications engineering students at Universidad Politécnica de Madrid. This research incorporates teaching methods like problem-based learning, experiential learning, [...] Read more.
This study investigates the utilisation of AI tools, including Grammarly Free, QuillBot Free, Canva Free Individual, and others, to enhance learning outcomes for 180 s-year telecommunications engineering students at Universidad Politécnica de Madrid. This research incorporates teaching methods like problem-based learning, experiential learning, task-based learning, and content–language integrated learning, with English as the medium of instruction. These tools were strategically used to enhance language skills, foster computational thinking, and promote critical problem-solving. A control group comprising 120 students who did not receive AI support was included in the study for comparative analysis. The control group’s role was essential in evaluating the impact of AI tools on learning outcomes by providing a baseline for comparison. The results indicated that the pilot group, utilising AI tools, demonstrated superior performance compared to the control group in listening comprehension (98.79% vs. 90.22%) and conceptual understanding (95.82% vs. 84.23%). These findings underscore the significance of these skills in enhancing communication and problem-solving abilities within the field of engineering. The assessment of the pilot course’s forum revealed a progression from initially error-prone and brief responses to refined, evidence-based reflections in participants. This evolution in responses significantly contributed to the high success rate of 87% in conducting complex contextual analyses by pilot course participants. Subsequent to these results, a project for educational innovation aims to implement the AI-PBL-CLIL model at Universidad Politécnica de Madrid from 2025 to 2026. Future research should look into adaptive AI systems for personalised learning and study the long-term effects of AI integration in higher education. Furthermore, collaborating with industry partners can significantly enhance the practical application of AI-based methods in engineering education. These strategies facilitate benchmarking against international standards, provide structured support for skill development, and ensure the sustained retention of professional competencies, ultimately elevating the international recognition of Spain’s engineering education. Full article
(This article belongs to the Special Issue Artificial Intelligence Algorithms and Generative AI in Education)
Show Figures

Figure 1

24 pages, 3386 KB  
Article
Characterization of Students’ Thinking States Active Based on Improved Bloom Classification Algorithm and Cognitive Diagnostic Model
by Yipeng Liu, Hua Yuan, Zhaoyu Shou, Chenchen Lu and Jianwen Mo
Electronics 2025, 14(19), 3957; https://doi.org/10.3390/electronics14193957 - 8 Oct 2025
Viewed by 139
Abstract
A student’s active thinking state directly affects their learning experience in the classroom. To help teachers understand students’ active thinking states in real-time, this study aims to construct a model which characterizes their active thinking states. The main research objectives are as follows: [...] Read more.
A student’s active thinking state directly affects their learning experience in the classroom. To help teachers understand students’ active thinking states in real-time, this study aims to construct a model which characterizes their active thinking states. The main research objectives are as follows: (1) to achieve accurate classification of the cognitive levels of in-class exercises; (2) to effectively quantify the active thinking state of students through analyzing the correlation between student cognitive levels and exercise cognitive levels. The research methods used in this study to achieve these objectives are as follows: First, LSTM and Chinese-RoBERTa-wwm models are integrated to extract sequential and semantic information from plain text while TBCC is used to extract the semantic features of code text, allowing for comprehensive determination of the cognitive level of exercises. Second, a cognitive diagnosis model—namely, the QRCDM—is adopted to evaluate students’ real-time cognitive levels with respect to knowledge points. Finally, the cognitive levels of exercises and students are input into a self-attention mechanism network, their correlation is analyzed, and the thinking activity state is generated as a state representation. The proposed text classification model outperforms baseline models regarding ACC, micro-F1, and macro-F1 scores on two sets of exercise datasets in Chinese containing mixed code texts, with the highest ACC, micro-F1, and macro-F1 values reaching 0.7004, 0.6941, and 0.6912, respectively. This proves the proposed model’s effectiveness in classifying the cognitive level of exercises. The accuracy of the thinking activity state characterization model reaches 61.54%. In particular, this is higher than the random baseline, thus verifying the model’s feasibility. Full article
Show Figures

Figure 1

20 pages, 447 KB  
Article
Making Sense of Action Bias in Higher Education: Pedagogical Insights on Critical Thinking
by Faith Jeremiah and Robert Istvan Radics
Behav. Sci. 2025, 15(10), 1372; https://doi.org/10.3390/bs15101372 - 8 Oct 2025
Viewed by 175
Abstract
Action bias, the cognitive tendency to favor action over inaction regardless of its necessity, has been extensively studied across domains such as behavioral economics, organizational behavior, and policy development. However, its manifestation in educational contexts remains critically underexplored. In the digital age, with [...] Read more.
Action bias, the cognitive tendency to favor action over inaction regardless of its necessity, has been extensively studied across domains such as behavioral economics, organizational behavior, and policy development. However, its manifestation in educational contexts remains critically underexplored. In the digital age, with an abundance of both factual and misleading information, the persistence of action bias within education jeopardizes the cultivation of initial critical thinking capable of addressing multifaceted global challenges. The analysis indicates how institutional norms may foster a performative academic identity that conflates speed and compliance with intellectual competence. Through workshops conducted with university students ranging from undergraduate to PhD levels, participants were tasked with solving a practical yet ambiguous problem to highlight potential cognitive differences across educational stages. Despite prior training in critical thinking, participants consistently defaulted to immediate ideation, bypassing fundamental inquiries into the problem’s legitimacy or broader implications. Using a sensemaking approach, this study demonstrates that reflexive actions are not interpreted as merely cognitive shortcuts but behaviors shaped by educational systems prioritizing visible outputs over critical inquiry. The findings reveal how institutional norms foster a performative academic identity, conflating speed and compliance with intellectual competence. This research challenges traditional pedagogical models, advocating for educational reforms that emphasize assessing the process of learning. By situating action bias within the broader framework of active learning, this study offers actionable insights for educators, policy makers and researchers to foster critical innovative thinking, essential in an increasingly digital future. Full article
Show Figures

Figure 1

10 pages, 414 KB  
Article
Variation in Quality of Women’s Health Topic Information from Systematic Internet Searches
by Bianca Kyrie Wanamaker, Ashley N. Tomlinson, Alivia R. Abernathy, Vanessa Cordova, Anika D. Baloun and Benjamin D. Duval
Healthcare 2025, 13(19), 2537; https://doi.org/10.3390/healthcare13192537 - 8 Oct 2025
Viewed by 257
Abstract
Background/Objectives: The internet has unquestionably altered how people acquire health information. Instead of consulting with a medical professional, billions of pages of information can be accessed by anyone with a smartphone. Women’s health issues have been historically and culturally taboo in many [...] Read more.
Background/Objectives: The internet has unquestionably altered how people acquire health information. Instead of consulting with a medical professional, billions of pages of information can be accessed by anyone with a smartphone. Women’s health issues have been historically and culturally taboo in many cultures globally; therefore, internet searches may be particularly useful when researching these topics. Methods: As an exercise in scientific information evaluation, we chose 12 non-cancer topics specific to women’s health and developed a scoring metric based on quantifiable webpage attributes to answer: What topics generate the highest and lowest scores? Does the quality of information (mean score) vary across topics? Does the variation (score deviation) differ among topics? Data were collected following systematic searches after filtering with advanced features of Google and analyzed in a Bayesian framework. Results: The mean score per topic was significantly correlated with the number of sources cited within an article. There were significant differences in the quality scores across topics; “pregnancy” and “sleep” scored the highest and had more sources cited per page than all other topics. The greatest variation in scores were for “cortisol” and “weight”. Conclusions: A purposeful, systematic internet search of 12 critical women’s health topics suggests that scrutiny is necessary when this information is obtained by a typical internet user. Future work should include review by medical professionals based on their interaction with patients who self-report what they know or think about a condition they present and respect, while educating, patients’ own internet searching. Full article
Show Figures

Figure 1

17 pages, 979 KB  
Article
Informal Mathematical Thinking: Invariance of the Role of Domain-General and Domain-Specific Precursors in Spain and Chile
by Gamal Cerda, Carlos Pérez, Eugenio Chandía, Estíbaliz Aragón and José I. Navarro
J. Intell. 2025, 13(10), 128; https://doi.org/10.3390/jintelligence13100128 - 8 Oct 2025
Viewed by 166
Abstract
This study examines how domain-general (processing speed and receptive vocabulary) and domain-specific (symbolic and non-symbolic comparison) cognitive skills contribute to early informal mathematical thinking in preschoolers. The aim was to assess the invariance of these predictive relationships across two sociocultural contexts: Chilean and [...] Read more.
This study examines how domain-general (processing speed and receptive vocabulary) and domain-specific (symbolic and non-symbolic comparison) cognitive skills contribute to early informal mathematical thinking in preschoolers. The aim was to assess the invariance of these predictive relationships across two sociocultural contexts: Chilean and Spanish samples. A total of 130 children participated, and structural equation modeling was used to estimate latent structures and test multigroup invariance. The results revealed a consistent latent structure across samples and a significant contribution of symbolic and non-symbolic comparison to early math performance, while processing speed and vocabulary showed context-specific variations. These findings indicate that although foundational mathematical competencies rely on common cognitive mechanisms, cultural and educational contexts modulate the strength of these associations. This study contributes to understanding the cognitive architecture underlying early numeracy and highlights the importance of culturally sensitive assessment and intervention strategies. Full article
(This article belongs to the Special Issue Cognitive, Emotional, and Social Skills in Students)
Show Figures

Figure 1

15 pages, 250 KB  
Article
Teaching Against Hate in a Globalised World. Lessons from Initial Teacher Education in Chile for Social Work Education
by Jesús Marolla-Gajardo and María Yazmina Lozano-Mas
Soc. Sci. 2025, 14(10), 595; https://doi.org/10.3390/socsci14100595 - 8 Oct 2025
Viewed by 144
Abstract
Hate speech comprises expressions that promote discrimination, violence, and the exclusion of individuals or groups based on identity characteristics such as race, gender, religion, or sexual orientation. Social media platforms have provided a space for the amplification of such discourse, fostering a climate [...] Read more.
Hate speech comprises expressions that promote discrimination, violence, and the exclusion of individuals or groups based on identity characteristics such as race, gender, religion, or sexual orientation. Social media platforms have provided a space for the amplification of such discourse, fostering a climate of intolerance that undermines social and democratic coexistence. In the educational sphere, hate speech has a detrimental impact on the initial training of students and teachers. That its presence within school environments contributes to social fragmentation, the deterioration of learning processes, and an increase in violence. Furthermore, such discourse reinforces prejudices and stereotypes that hinder the construction of a critical and pluralistic citizenship. From the outset of teacher education, it is essential to develop pedagogical strategies that foster critical thinking and education in democratic values. Digital literacy and explicit instruction on the impact of hate speech can contribute to the prevention of these exclusionary dynamics. An inclusive and reflective education is key to counteracting the effects of intolerance in contemporary society. Full article
25 pages, 391 KB  
Article
Exploring the Impact of AI Tools on Cognitive Skills: A Comparative Analysis
by Nurlan Musazade, József Mezei and Xiaolu Wang
Algorithms 2025, 18(10), 631; https://doi.org/10.3390/a18100631 - 7 Oct 2025
Viewed by 316
Abstract
This study evaluates the impact of Generative AI (Artificial Intelligence) algorithms on human decision making in complex problem-solving tasks. Rather than assessing the algorithms in isolation, we focus on how their use shapes three critical cognitive components of decision making: analytical thinking, creative [...] Read more.
This study evaluates the impact of Generative AI (Artificial Intelligence) algorithms on human decision making in complex problem-solving tasks. Rather than assessing the algorithms in isolation, we focus on how their use shapes three critical cognitive components of decision making: analytical thinking, creative thinking, and systems thinking. In an experimental setting, student participants were randomly assigned to solve management consulting cases either with or without access to an AI algorithm. Their solutions were evaluated using a structured rubric that captures sub-skills across the three cognitive dimensions. The results of this exploratory study reveal that AI-supported participants achieved stronger outcomes in logical reasoning, structuring, and problem definition, but showed weaknesses in novel idea generation, multidisciplinary integration, and critical rejection of unsupported conclusions. These findings highlight how algorithmic support influences the configuration of human cognitive processes in decision making. Full article
(This article belongs to the Special Issue Evolution of Algorithms in the Era of Generative AI)
Show Figures

Figure 1

29 pages, 3369 KB  
Article
Longitudinal Usability and UX Analysis of a Multiplatform House Design Pipeline: Insights from Extended Use Across Web, VR, and Mobile AR
by Mirko Sužnjević, Sara Srebot, Mirta Moslavac, Katarina Mišura, Lovro Boban and Ana Jović
Appl. Sci. 2025, 15(19), 10765; https://doi.org/10.3390/app151910765 - 6 Oct 2025
Viewed by 297
Abstract
Computer-Aided Design (CAD) software has long served as a foundation for planning and modeling in Architecture, Engineering, and Construction (AEC). In recent years, the introduction of Augmented Reality (AR) and Virtual Reality (VR) has significantly reshaped the CAD landscape, offering novel interaction paradigms [...] Read more.
Computer-Aided Design (CAD) software has long served as a foundation for planning and modeling in Architecture, Engineering, and Construction (AEC). In recent years, the introduction of Augmented Reality (AR) and Virtual Reality (VR) has significantly reshaped the CAD landscape, offering novel interaction paradigms that bridge the gap between digital prototypes and real-world spatial understanding. These technologies have enabled users to engage with 3D architectural content in more immersive and intuitive ways, facilitating improved decision making and communication throughout design workflows. As digital design services grow more complex and span multiple media platforms—from desktop-based modeling to immersive AR/VR environments—evaluating usability and User Experience (UX) becomes increasingly challenging. This paper presents a longitudinal usability and UX study of a multiplatform house design pipeline (i.e., structured workflow for creating, adapting, and delivering house designs so they can be used seamlessly across multiple platforms) comprising a web-based application for initial house creation, a mobile AR tool for contextual exterior visualization, and VR applications that allow full-scale interior exploration and configuration. Together, these components form a unified yet heterogeneous service experience across different devices and modalities. We describe the iterative design and development of this system over three distinct phases (lasting two years), each followed by user studies which evaluated UX and usability and targeted different participant profiles and design maturity levels. The paper outlines our approach to cross-platform UX evaluation, including methods such as the Think-Aloud Protocol (TAP), standardized usability metrics, and structured interviews. The results from the studies provide insight into user preferences, interaction patterns, and system coherence across platforms. From both participant and evaluator perspectives, the iterative methodology contributed to improvements in system usability and a clearer mental model of the design process. The main research question we address is how iterative design and development affects the UX of the heterogeneous service. Our findings highlight important considerations for future research and practice in the design of integrated, multiplatform XR services for AEC, with potential relevance to other domains. Full article
(This article belongs to the Special Issue Extended Reality (XR) and User Experience (UX) Technologies)
Show Figures

Figure 1

Back to TopTop