Search Results (98)

Research on the complex dimensions of engagement in large, lecture-based courses remains scarce. Lecture-based courses are often characterized by passive learning environments, raising concerns about their capacity to foster motivation. This study investigates how motivational factors shape multiple dimensions of engagement—cognitive, behavioral, emotional, and agentic—in introductory sociology courses. A quantitative, cross-sectional survey was conducted with 434 first-year students enrolled at seven public universities in North Rhine–Westphalia, Germany. All participants had completed the Abitur at the Gymnasium and experienced hybrid learning during their final years of secondary education due to the COVID-19 pandemic. The study formulated three hypotheses: (1) mastery (self-improvement) goals positively predict emotional, behavioral, and cognitive engagement (validated); (2) perceived autonomy support increases emotional engagement (validated); and (3) performance goals (motivation to outperform peers) have a stronger effect on emotional than cognitive engagement (rejected). Results indicate that performance goals neither enhance emotional engagement nor exert a stronger influence on emotional than on cognitive engagement, challenging common assumptions about the role of competitive motivation in large lecture settings. Additionally, despite low levels of agentic engagement—attributed to the structural constraints of large lecture-based learning environments—students’ internal engagement was in line with other studies. These findings highlight the critical role of educational culture, particularly the emphasis on autonomy within the German school system, and the influence of learning spaces in shaping student engagement. We suggest that engagement is shaped by familiarity with hybrid formats that support autonomy, as well as by an academic culture in which active silent engagement is often the norm. In such contexts, mastery goals and autonomy-supportive backgrounds help foster more reactive dimensions of student engagement. Full article

Odontophobia, defined as the intense and persistent fear of dentists or dental care, is a widely underestimated, yet clinically significant, barrier to oral health. It affects individuals across all age groups, from children to the elderly, and is particularly prevalent among those with intellectual or developmental disabilities. Odontophobia is a multifactorial condition influenced by psychological, sensory, cognitive, and sociocultural factors. Left unaddressed, it contributes to poor oral health outcomes, avoidant behavior, and broader health disparities. This perspective paper explores the clinical manifestations and principles of management of odontophobia across populations and different age groups, highlighting the limitations of pharmacological sedation, especially when used in isolation. Instead, evidence supports the use of cognitive behavioral strategies, desensitization protocols, sensory-adaptive environments, and communication-based approaches, such as the “tell-show-do” method. Innovative technologies, including virtual reality, offer additional promise. This paper also addresses critical gaps in the research, the paucity of tailored interventions for vulnerable groups, and both ethical and legal complexities surrounding consent, autonomy, and equitable access. Ultimately, managing odontophobia requires a shift toward “person-centered” and “trauma-informed” dental care, supported by interdisciplinary collaboration, inclusive infrastructure, and policy-level commitment to reduce fear-based disparities in oral health. Full article

As digital transformation continues to redefine education, understanding how emerging technologies can enhance self-directed learning (SDL) becomes essential for learners, educators, instructional designers, and policymakers, as this approach supports personalized learning, strengthens student autonomy, and responds to the demands of more flexible and dynamic educational environments. This systematic review examines how artificial intelligence (AI) tools enhance SDL by offering personalized, adaptive, and real-time support for learners in online environments. Following the PRISMA 2020 methodology, a literature search was conducted to identify relevant studies published between 2020 and 2025. After applying inclusion, exclusion, and quality criteria, 77 studies were selected for in-depth analysis. The findings indicate that AI-powered tools such as intelligent tutoring systems, chatbots, conversational agents, and natural language processing applications promote learner autonomy, enable self-regulation, provide real-time feedback, and support individualized learning paths. However, several challenges persist, including overreliance on technology, cognitive overload, and diminished human interaction. These insights suggest that, while AI plays a transformative role in the evolution of education, its integration must be guided by thoughtful pedagogical design, ethical considerations, and a learner-centered approach to fully support the future of education through the internet. Full article

As artificial intelligence (AI) systems attain greater autonomy, recursive reasoning capabilities, and complex environmental interactions, they begin to exhibit behavioral anomalies that, by analogy, resemble psychopathologies observed in humans. This paper introduces Psychopathia Machinalis: a conceptual framework for a preliminary synthetic nosology within machine psychology intended to categorize and interpret such maladaptive AI behaviors. Drawing structural inspiration from psychiatric diagnostic manuals, we propose a taxonomy of 32 AI dysfunctions encompassing epistemic failures, cognitive impairments, alignment divergences, ontological disturbances, tool and interface breakdowns, memetic pathologies, and revaluation dysfunctions. Each syndrome is articulated with descriptive features, diagnostic criteria, presumed AI-specific etiologies, human analogs (for metaphorical clarity), and potential mitigation strategies. This framework is offered as an analogical instrument—eschewing claims of literal psychopathology or consciousness in AI, yet providing a structured vocabulary to support the systematic analysis, anticipation, and mitigation of complex AI failure modes. Drawing on insights from psychiatric classification, cognitive science, and philosophy of mind, we examine how disordered AI behaviors may emerge from training instabilities, alignment conflicts, or architectural fragmentation. We argue that adopting an applied robopsychological perspective within a nascent domain of machine psychology can strengthen AI safety engineering, improve interpretability, and contribute to the design of more robust and reliable synthetic minds. Full article

The integration of artificial intelligence (AI) in education offers novel opportunities to enhance critical thinking while also posing challenges to independent cognitive development. In particular, Human-Centered Artificial Intelligence (HCAI) in education aims to enhance human experience by providing a supportive and collaborative learning environment. Rather than replacing the educator, HCAI serves as a tool that empowers both students and teachers, fostering critical thinking and autonomy in learning. This study investigates the potential for AI to become a collaborative partner that assists learning and enriches academic engagement. The research was conducted during the 2024–2025 winter semester within the Pedagogical and Teaching Sufficiency Program offered by the Audio and Visual Arts Department, Ionian University, Corfu, Greece. The research employs a hybrid ethnographic methodology that blends digital interactions—where students use AI tools to create artistic representations—with physical classroom engagement. Data was collected through student projects, reflective journals, and questionnaires, revealing that structured dialog with AI not only facilitates deeper critical inquiry and analytical reasoning but also induces a state of flow, characterized by intense focus and heightened creativity. The findings highlight a dialectic between individual agency and collaborative co-agency, demonstrating that while automated AI responses may diminish active cognitive engagement, meaningful interactions can transform AI into an intellectual partner that enriches the learning experience. These insights suggest promising directions for future pedagogical strategies that balance digital innovation with traditional teaching methods, ultimately enhancing the overall quality of education. Furthermore, the study underscores the importance of integrating reflective practices and adaptive frameworks to support evolving student needs, ensuring a sustainable model. Full article

Background/Objectives: Legislative changes in educational systems have influenced how student learning is understood and promoted. In physical education (PE), there has been a shift from behaviorist models to more holistic approaches. In this context, physical literacy (PL) is presented as an emerging pedagogical model in school PE, aimed at fostering students’ motor competence in a safe, efficient, and meaningful way. The aim of this study is to analyze the origins, foundations, methodological elements, and educational value of PL, highlighting its potential to promote holistic and inclusive learning as the basis for an emerging PL model. Methods: A narrative review was conducted through a literature search in the Web of Science, PubMed, Scopus, and SportDiscus databases up to June 2025, focusing on scientific literature related to PL and PE. The analysis included its historical background, philosophical and theoretical foundations, and the key methodological elements and interventions that support its use as a pedagogical model. Results/Discussion: The findings indicate that the PL model can be grounded in key principles, such as student autonomy, teacher training, connection with the environment, inclusion, and collaboration. Additionally, motivation, enjoyment, creativity, and continuous assessment are identified as essential components for effective implementation. Moreover, this model not only guides and supports teachers in the field of PL but also promotes comprehensive benefits for students at the physical, cognitive, affective, and social levels, while encouraging increased levels of physical activity (PA). Conclusions: PL is understood as a dynamic and lifelong process that should be cultivated from early childhood to encourage sustained and active participation in PA. As a pedagogical model, PL represents an effective tool to enhance student learning and well-being in PE classes. Full article

Background: Artificial intelligence (AI) is being increasingly promoted as a means to enhance diagnostic accuracy, to streamline workflows, and to improve overall care quality in primary care. However, empirical evidence on how primary care physicians (PCPs) perceive, engage with, and emotionally respond to AI technologies in everyday clinical settings remains limited. Concerns persist regarding AI’s usability, transparency, and potential impact on professional identity, workload, and the physician–patient relationship. Methods: This qualitative study investigated the lived experiences and perceptions of 28 PCPs practicing in diverse outpatient settings across Germany. Participants were purposively sampled to ensure variation in age, practice characteristics, and digital proficiency. Data were collected through in-depth, semi-structured interviews, which were audio-recorded, transcribed verbatim, and subjected to rigorous thematic analysis employing Mayring’s qualitative content analysis framework. Results: Participants demonstrated a fundamentally ambivalent stance toward AI integration in primary care. Perceived advantages included enhanced diagnostic support, relief from administrative burdens, and facilitation of preventive care. Conversely, physicians reported concerns about workflow disruption due to excessive system prompts, lack of algorithmic transparency, increased cognitive and emotional strain, and perceived threats to clinical autonomy and accountability. The implications for the physician–patient relationship were seen as double-edged: while some believed AI could foster trust through transparent use, others feared depersonalization of care. Crucial prerequisites for successful implementation included transparent and explainable systems, structured training opportunities, clinician involvement in design processes, and seamless integration into clinical routines. Conclusions: Primary care physicians’ engagement with AI is marked by cautious optimism, shaped by both perceived utility and significant concerns. Effective and ethically sound implementation requires co-design approaches that embed clinical expertise, ensure algorithmic transparency, and align AI applications with the realities of primary care workflows. Moreover, foundational AI literacy should be incorporated into undergraduate health professional curricula to equip future clinicians with the competencies necessary for responsible and confident use. These strategies are essential to safeguard professional integrity, support clinician well-being, and maintain the humanistic core of primary care. Full article

Parkinson’s disease (PD) is a progressive neurological disorder with motor and non-motor symptoms that are inadequately addressed by current pharmacological and surgical therapies. Brain–computer interfaces (BCIs), particularly those based on electroencephalography (eBCIs), provide a promising, non-invasive approach to personalized neurorehabilitation. This narrative review explores the clinical potential of BCIs in PD, discussing signal acquisition, processing, and control paradigms. eBCIs are well-suited for PD due to their portability, safety, and real-time feedback capabilities. Emerging neurophysiological biomarkers—such as beta-band synchrony, phase–amplitude coupling, and altered alpha-band activity—may support adaptive therapies, including adaptive deep brain stimulation (aDBS), as well as motor and cognitive interventions. BCIs may also aid in diagnosis and personalized treatment by detecting these cortical and subcortical patterns associated with motor and cognitive dysfunction in PD. A structured search identified 11 studies involving 64 patients with PD who used BCIs for aDBS, neurofeedback, and cognitive rehabilitation, showing improvements in motor function, cognition, and engagement. Clinical translation requires attention to electrode design and user-centered interfaces. Ethical issues, including data privacy and equitable access, remain critical challenges. As wearable technologies and artificial intelligence evolve, BCIs could shift PD care from intermittent interventions to continuous, brain-responsive therapy, potentially improving patients’ quality of life and autonomy. This review highlights BCIs as a transformative tool in PD management, although more robust clinical evidence is needed. Full article

Background/Objectives: The study aims to identify key cognitive and non-cognitive variables (e.g., clinical, neuroimaging, and genetic data) predicting cognitive decline in Parkinson’s disease (PD) patients using machine learning applied to a sample (N = 618) from the Parkinson’s Progression Markers Initiative database. Traditional research has mainly employed explanatory approaches to explore variable relationships, rather than maximizing predictive accuracy for future cognitive decline. In the present study, we implemented a predictive framework that integrates a broad range of baseline cognitive, clinical, genetic, and imaging data to accurately forecast changes in cognitive functioning in PD patients. Methods: An artificial neural network was trained on baseline data to predict general cognitive status three years later. Model performance was evaluated using 5-fold stratified cross-validation. We investigated model interpretability using explainable artificial intelligence techniques, including Shapley Additive Explanations (SHAP) values, Group-Wise Feature Masking, and Brute-Force Combinatorial Masking, to identify the most influential predictors of cognitive decline. Results: The model achieved a recall of 0.91 for identifying patients who developed cognitive decline, with an overall classification accuracy of 0.79. All applied explainability techniques consistently highlighted baseline MoCA scores, memory performance, the motor examination score (MDS-UPDRS Part III), and anxiety as the most predictive features. Conclusions: From a clinical perspective, the findings can support the early detection of PD patients who are more prone to developing cognitive decline, thereby helping to prevent cognitive impairments by designing specific treatments. This can improve the quality of life for patients and caregivers, supporting patient autonomy. Full article

Although smart device use among children is increasing, most interventions overlook their cognitive and emotional development or rely too heavily on external control. Such approaches often overlook the developmental needs of children for emotional regulation and autonomy. Therefore, this study aims to propose a child-centred user experience (UX) framework to support digital self-regulation in preschool-aged children. The proposed system integrates multiple psychological theories—including Piaget’s concept of animistic thinking, executive function theory, Self-Determination Theory, and Acceptance and Commitment Therapy—to support cognitive and emotional regulation during screen use. Key features include persistent visual cues to enhance time awareness and behavioural anticipation, narrative-based character interactions to foster empathy and agency, and ritualised closure routines supported by multimodal and tangible interaction elements. Developed as a mobile prototype, the system was iteratively refined through two-stage consultations with child and adolescent psychiatrists and a developmental psychologist, including formative design feedback and follow-up expert review. Their feedback provided preliminary validation of the system’s developmental validity and emotional coherence. These findings suggest that affectively attuned UX design is a viable alternative to conventional control-based screen-time interventions in early childhood. Full article

The integration of digital serious games into speech learning (rehabilitation) has demonstrated significant potential in enhancing accessibility and inclusivity for children with speech disabilities. This review of the state of the art examines the role of serious games, Artificial Intelligence (AI), and Natural Language Processing (NLP) in speech rehabilitation, with a particular focus on interaction modalities, engagement autonomy, and motivation. We have reviewed 45 selected studies. Our key findings show how intelligent tutoring systems, adaptive voice-based interfaces, and gamified speech interventions can empower children to engage in self-directed speech learning, reducing dependence on therapists and caregivers. The diversity of interaction modalities, including speech recognition, phoneme-based exercises, and multimodal feedback, demonstrates how AI and Assistive Technology (AT) can personalise learning experiences to accommodate diverse needs. Furthermore, the incorporation of gamification strategies, such as reward systems and adaptive difficulty levels, has been shown to enhance children’s motivation and long-term participation in speech rehabilitation. The gaps identified show that despite advancements, challenges remain in achieving universal accessibility, particularly regarding speech recognition accuracy, multilingual support, and accessibility for users with multiple disabilities. This review advocates for interdisciplinary collaboration across educational technology, special education, cognitive science, and human–computer interaction (HCI). Our work contributes to the ongoing discourse on lifelong inclusive education, reinforcing the potential of AI-driven serious games as transformative tools for bridging learning gaps and promoting speech rehabilitation beyond clinical environments. Full article

This study presents an analysis of England’s 2023 national assessment of assistive technology (AT) access and use, with a particular focus on the qualitative impact of AT as described by users. It aims to address limitations in conventional AT impact assessments, which often prioritize clinical outcomes or user satisfaction, by offering a deeper account of how impact is experienced in everyday life. Drawing on data from a nationally representative survey of 7000 disabled adults and children, as well as six focus group discussions and 28 semi-structured interviews with stakeholders across the WHO 5Ps framework (People, Providers, Personnel, Policy, and Products), the study applies Amartya Sen and Martha Nussbaum’s Capability Approach to explore these experiences. Using inductive thematic analysis, we identify three main domains of user-reported impact: Functions and Activities (e.g., mobility, communication, vision, leisure, daily routines, and cognitive support), Outcomes (e.g., autonomy, quality of life, safety, social participation, wellbeing, and work and learning), and Lived Experience (e.g., access barriers, essentiality, identity and emotional connection, peace of mind, and sense of control and confidence). These findings offer a more user-centered understanding of AT impact and can inform the development of future measurement tools, research design, and government-led interventions to improve AT provision. Full article

Programming education has become increasingly vital within global K–12 curricula, and large language models (LLMs) offer promising solutions to systemic challenges such as limited teacher expertise and insufficient personalized support. Adopting a human-centric and systems-oriented perspective, this study employed a six-week quasi-experimental design involving 103 Grade 7 students in China to investigate the effects of instruction supported by the iFLYTEK Spark model. Results showed that the experimental group significantly outperformed the control group in programming performance, cognitive interest, and programming self-efficacy. Beyond these quantitative outcomes, qualitative interviews revealed that LLM-assisted instruction enhanced students’ self-directed learning, a sense of real-time human–machine interaction, and exploratory learning behaviors, forming an intelligent human–AI learning system. These findings underscore the integrative potential of LLMs to support competence, autonomy, and engagement within digital learning systems. This study concludes by discussing the implications for intelligent educational system design and directions for future socio-technical research. Full article

Digital transformation has reshaped knowledge creation patterns, business models, and practices within the legal industry. However, many organizations have struggled to realize the anticipated benefits of digital transformation due to individual adaptation barriers. Drawing on the Job Demands–Resources model, this study employs both regression analysis and fuzzy-set qualitative comparative analysis (fsQCA) to investigate the mechanisms and the boundary conditions through which digital transformation job autonomy affects lawyers’ supportive behaviors toward digital change in law firms. The regression analysis of multi-wave survey data from 423 lawyers demonstrates that digital transformation job autonomy not only has a direct positive effect on lawyers’ digital transformation-supportive behaviors, but also indirectly promotes such behaviors through lawyers’ cognitive adjustment in the workplace. Furthermore, leader empathy enhances the relationship between digital transformation job autonomy and supportive behaviors. The fsQCA results identify multiple pathways leading to high and low levels of digital transformation-supportive behaviors among lawyers. These findings contribute to a deeper understanding of how organizations foster individual support for digital transformation. Full article

Background/Objectives: Neurological disorders often result in a broad spectrum of disabilities that impact mobility, communication, cognition, and sensory processing, leading to significant limitations in independence and quality of life. Assistive technologies (ATs) offer tools to compensate for these impairments, support daily living, and improve quality of life. The World Health Organization encourages the adoption and diffusion of effective assistive technology (AT). This narrative review aims to explore the integration, benefits, and challenges of assistive technologies in individuals with neurological disabilities, focusing on their role across mobility, communication, cognitive, and sensory domains. Methods: A narrative approach was adopted by reviewing relevant studies published between 2014 and 2024. Literature was sourced from PubMed and Scopus using specific keyword combinations related to assistive technology and neurological disorders. Results: Findings highlight the potential of ATs, ranging from traditional aids to intelligent systems like brain–computer interfaces and AI-driven devices, to enhance autonomy, communication, and quality of life. However, significant barriers remain, including usability issues, training requirements, accessibility disparities, limited user involvement in design, and a low diffusion of a health technology assessment approach. Conclusions: Future directions emphasize the need for multidimensional, user-centered solutions that integrate personalization through machine learning and artificial intelligence to ensure long-term adoption and efficacy. For instance, combining brain–computer interfaces (BCIs) with virtual reality (VR) using machine learning algorithms could help monitor cognitive load in real time. Similarly, ATs driven by artificial intelligence technology could be useful to dynamically respond to users’ physiological and behavioral data to optimize support in daily tasks. Full article