Search Results (1,113)

Obsessive–compulsive disorder (OCD) is a multifactorial condition, and interest in gut–brain interactions is increasing. We conducted a systematic two-step review, registered in PROSPERO (CRD420251083936). Step 1 mapped core OCD biology to gut-relevant pathways, including neuroimmune activation, epithelial barrier function, microbial metabolites, and stress circuitry, to clarify plausible mechanisms. Step 2 synthesized evidence from human and preclinical studies that measured or manipulated microbiota. Searches across PubMed, EMBASE, Web of Science, PsycINFO, and Cochrane (September 2025) yielded 357 biological and 20 microbiota-focused studies. Risk of bias was assessed using the Joanna Briggs Institute checklist for human studies and SYRCLE’s tool for animal studies. Although taxonomic findings in human cohorts were heterogeneous, functional patterns converged: reduced short-chain fatty acid capacity, enrichment of pro-inflammatory pathways, and host markers of barrier disruption and inflammation correlating with OCD severity. Transferring patient microbiota to mice induced OCD-like behaviors with neuroinflammatory changes, partly rescued by metabolites or barrier-supporting strains. Mendelian randomization suggested possible causal contributions at higher taxonomic levels. Diet, especially fiber intake, and psychotropic exposure were major sources of heterogeneity. Evidence supports the microbiota as a modifiable co-factor in a subset of OCD, motivating diet-controlled, stratified clinical trials with composite host–microbe endpoints. Full article

Physical activity integration in elementary education seeks to promote academic performance and the physical, emotional and social health of students. This study aims to examine the effect of active methodologies involving physical activity in primary school students through a detailed review of the scientific literature. A systematic review was conducted regarding PRISMA guidelines. Searches were performed in Web of Science, Scopus and SPORTDiscus. Studies published between 2018 and April 2024 were selected. The studies focused on the application of active methodologies in primary school populations. The quality of the studies was assessed using the Standard Quality Assessment Criteria for Evaluating Primary Research Articles from Various Fields. After screening and review, 22 articles were included. Most of the studies had longitudinal quasi-experimental or repeated measures designs with a randomized cluster-controlled pilot trial. Cross-sectional studies with descriptive data and mixed methods were also included. Cooperative learning and active breaks were found to improve engagement, classroom behavior, and academic outcomes. In addition, gamification and challenge-based learning also showed positive effects on motivation and engagement, although these were more context-dependent. Shorter or small-scale interventions produced promising but less robust results. Active methodologies improve primary education outcomes, but inconsistent designs limit generalization. Full article

As a key domain within smart buildings, Smart Sports Venues represent a strategic direction for the future development of the construction industry and hold immense potential to drive the transformation and upgrading of the sports industry. To explore the underlying mechanisms influencing consumer willingness to use Smart Sports Venues, this study constructs a theoretical model based on cognitive evaluation theory and collects data from 632 spectators in core cities of Western China (a region undergoing rapid urbanization where the sports industry is accelerating its development). As an emerging consumption scenario, Smart Sports Venues demonstrate significant development potential and representativeness in these cities. Empirical testing using structural equation modeling (SEM) combined with mediation and moderation analysis revealed the following results: (1) Perceptions of technology and convenience positively influence consumption intention; (2) Risk perceptions negatively influence consumption intention; (3) Critical experiences mediate the effects of technology perceptions, convenience perceptions, and risk perceptions on consumption intention; (4) Subjective Experience exerts a moderating effect. This study offered a novel theoretical explanation for how smart sports venues enhanced sports consumption willingness by revealing the “cognition-experience-behavior” transmission pathway—the complete journey consumers traversed from forming perceptions and experiencing on-site activities to ultimately making purchase decisions. Compared to existing research, this model innovatively integrated psychological cognition with behavioral response mechanisms, breaking away from traditional studies’ isolated analysis of technical parameters or consumption motivations. From an interdisciplinary perspective of sports consumption psychology and behavioral science, this study not only highlighted the value of smart sports venues as a pivotal link in technological innovation and industrial upgrading but also filled a gap in existing literature regarding how smart technologies influenced consumer behavior through psychological mechanisms. The findings provided theoretical foundations for optimizing smart sports architecture through user behavior data analysis and offered practical insights for the widespread adoption and development of smart building technologies. Full article

Organizational climate (OC) and job satisfaction (JS) are constructs that have been studied for more than five decades. However, the results to date are not sufficient to generalize conclusions across cultures, countries and sectors. To contribute to the development of theory and practice, this study analyzes publication trends through a bibliographic review of publications indexed in the Web of Science (WoS) database between 1975 and 2023, using bibliometric and scientometric techniques. This review synthesizes the accumulated knowledge and reveals significant gaps that need to be addressed, highlighting the weak articulation of research in general; the low scientific production in regions such as India, Southeast Asia, Latin America; the overrepresentation of the health sector in the specialized literature. These findings seek to motivate researchers to fill gaps in scientific production and help managers and administrators to strengthen practices that improve the environmental conditions of workers. The limitations of this study are related to the characteristics of quantitative bibliographic studies and the inclusion of only two constructs related to people’s well-being at work, which suggests that future research could incorporate other variables such as emotional intelligence, leadership or organizational citizenship behavior. Full article

Background/Objectives: Cerebral palsy (CP) is one of the most common causes of permanent motor disability in children, and its consequences for upper limb function have a significant impact on the patient’s independence and quality of life. Virtual reality is attracting increasing interest as a modern, engaging and effective method of physiotherapy for children with cerebral palsy. This systematic literature review aimed to synthesize current scientific data on the impact of virtual-reality-based physiotherapy on upper limb function in children with cerebral palsy. Methods: The review was conducted in accordance with PRISMA 2020 guidelines. PubMed, Science Direct, Scopus, Web of Science, Research Gate and Google Scholar databases were searched for studies published between 2010 and 2025. Six original studies meeting the following criteria were included in the analysis: virtual reality therapy, population of children with cerebral palsy, physiotherapy goals related to the upper limb and availability of full text. Results: All included studies demonstrated a positive impact of virtual reality on at least one functional parameter of the upper limb, including range of motion, muscle strength, coordination and manual precision. Task-oriented training, immersive virtual reality environments and home-based therapy supported by remote monitoring proved to be the most effective. The effects were particularly noticeable in children with moderate impairment at GMFCS I–III. Conclusions: Virtual reality represents a safe and promising technology to support upper limb physiotherapy in children with cerebral palsy. It can be used both in clinical and home settings, contributing to increased exercise intensity and motivation. Further long-term studies using high-quality methodology are needed to determine the sustainability of the effects and their impact on everyday living. Full article

Cultural heritage is important for every group and society, as it represents a part of their identity and helps preserve traditions, along with significant tangible and intangible elements. These elements are not only passed on to future generations but also play a role in education today. Many studies have examined digital applications that promote cultural heritage, particularly those that use Augmented Reality (AR) technology. However, few have systematically examined the methodologies used in the design, development and evaluation of AR applications for cultural heritage. This narrative review addresses that gap by analyzing 45 papers published between 2008 and 2024 from the Scopus and Web of Science databases. The review identifies the main motivations for AR applications, such as enhancing the learning experience, promoting tourism and the use of gamification. The majority of these applications concentrate on tangible cultural heritage, such as historical buildings and cultural routes, while intangible heritage remains less explored. In most cases, AR applications were developed with a focus on user experience, using various development tools and showing different levels of technical complexity. Although many applications initiated evaluation processes, few completed them thoroughly. These evaluations vary widely, ranging from usability tests to pre-/post-tests. The results generally report positive impacts in terms of learning and user experience. This review offers a structured framework and useful insights for researchers regarding the design and evaluation of AR applications and helps identify research gaps and limitations for future work. Full article

Digital transformation in higher education necessitates a central role for university faculty, yet there is a lack of comprehensive tools to measure their actual pedagogical use of technology. This study aims to refine the definition of a composite indicator to evaluate mobile technology adoption among social science university teachers. Using the results of the validated MOBILE-APP questionnaire, administered to a sample of N = 295 teachers from various social science degree programs, we employed multilevel structural equation modeling (SEM) to develop and implement a synthetic indicator for assessing mobile technology adoption levels among educators. The analysis of the considered factors (motivation, training, tools, and use) revealed differences in mobile technology adoption based on degree program, age, and previous experience. High motivation, training, use of institutional tools, and propensity for use promote the adoption of mobile technologies. Three levels of mobile technology adoption are identified and characterized. This synthetic indicator can be used both technically and socially to track the evolution of mobile technology adoption, enabling comparative analyses and longitudinal assessments that inform strategic decisions in training, infrastructure, and curriculum development. This research represents a step forward in the development of quantitative indicators and the assessment of research practices. Full article

The aim of this study is to examine the role and use of augmented reality in engineering education by examining the existing literature. A total of 235 studies from Scopus and Web of Science published during 2011–2025 were examined. The study focused on analyzing the main characteristics of the studies, identifying the main topics, and exploring the use of augmented reality in engineering education. The study also highlighted current challenges and limitations and suggested future research directions. Based on the results, 7 main topics arose which were related to (i) Immersive technologies in engineering education, (ii) Gamified learning experiences, (iii) Remote and virtual laboratories, (iv) Visualization and 3D modeling, (v) Student motivation, (vi) Collaborative and interactive learning environments, and (vii) User-centered design and user experience. Augmented reality emerged as an effective educational tool that can positively impact engineering education and support both students and teachers. Specifically, physical, remote, and virtual laboratories that can improve students’ learning performance, motivation, creativity, engagement, and satisfaction can be created through augmented reality. Using augmented reality, students can develop their practical skills and knowledge within low-risk and secure learning environments. Additionally, via the realistic and interactive visualization, students’ knowledge acquisition and understanding can be enhanced. Finally, its ability to effectively support collaborative learning and experiential learning arose. Full article

The integration of multimedia technologies is transforming teaching and learning in higher education, offering innovative ways to improve student engagement and learning outcomes. Although numerous studies investigate the impact of multimedia, there is still a clear need for a synthesis that brings together the latest evidence from a variety of disciplines and contexts. To address this need, this systematic review aims to summarize the empirical evidence and provide a clearer understanding of how multimedia is applied in higher education, to outline how educators can effectively design and the implications for curriculum design. This article focuses on three key research questions: (1) How does the integration of multimedia in higher education classrooms influence student engagement and learning outcomes? (2) How does the use of multimedia affect the development of specific skills? (3) What are the challenges and opportunities to integrate multimedia technologies into higher education? Relevant studies were systematically retrieved and screened from major academic databases, including ScienceDirect, Web of Science, IEEE Xplore, Wiley Online Library, Springer, Taylor & Francis, and Google Scholar. In total, 48 studies were selected from these sources for detailed analysis. The findings showed that multimedia tools enhance student engagement, motivation, and performance when integrated with clear pedagogical strategies. In addition, multimedia helps to develop skills such as creativity, digital literacy, and independent learning. However, challenges such as technical limitations, uneven infrastructure, and the need for ongoing teacher training remain significant difficulties in fully exploiting the benefits in higher education. Addressing these challenges requires coordinated institutional support, investment in professional development, and careful alignment of multimedia tools with pedagogical goals. Full article

Background/Objectives: Incomplete spinal cord injury (iSCI) represents a significant challenge in neurorehabilitation, with conventional limitations including recovery plateaus and declining patient motivation. Virtual reality (VR) and augmented reality (AR) have emerged as promising technologies to supplement traditional therapy through gamification and multisensory feedback. This systematic review and meta-analysis evaluates the effectiveness of VR and AR interventions for improving balance and locomotor function in patients with incomplete spinal cord injury. Methods: A systematic review was conducted following PRISMA guidelines, with searches in PubMed, Scopus, Web of Science, Science Direct, and Google Scholar. Randomized controlled trials and high-quality controlled studies evaluating VR/AR interventions in patients with iSCI (American Spinal Injury Association Impairment Scale [AIS] classifications B, C, or D) for a minimum of 3 weeks were included. A random-effects meta-analysis (Standardized Mean Difference, SMD; 95% Confidence Interval, CI) was conducted for the balance outcome. Results: Eight studies were included (n = 142 participants). The meta-analysis for balance (k = 5 studies) revealed a statistically significant improvement with a large effect size (SMD = 1.21, 95% CI: 0.04–2.38, p = 0.046). For locomotor function, a quantitative meta-analysis was not feasible due to a limited number of methodologically homogeneous studies; a qualitative synthesis of this evidence remained inconclusive. Substantial heterogeneity was observed in the balance analysis (I² = 81.5%). No serious adverse events related to VR/AR interventions were reported. Conclusions: VR/AR interventions show potential as an effective adjunctive therapy for improving balance in patients with iSCI, though the benefit should be interpreted with caution due to considerable variability between studies. The current evidence for locomotor function improvements is insufficient to draw conclusions, highlighting a critical need for more focused research. Substantial heterogeneity indicates that effectiveness may vary according to specific intervention characteristics, populations, and methodologies. Larger multicenter studies with standardized protocols are required to establish evidence-based clinical guidelines. Full article

Learning Natural Sciences represents a key opportunity to spark scientific interest and foster fundamental skills across different educational stages. This study aimed to analyze the influence of motivation on academic performance in the learning of Natural Sciences at various educational levels. To this end, a systematic review method was employed following PRISMA guidelines, consulting the Web of Science and Scopus databases, identifying four relevant studies. The results showed that high levels of motivation were associated with a more positive classroom attitude and better conceptual understanding, which enhanced academic performance. The use of innovative methodological strategies, such as implementing immersive virtual reality in the classroom, PhET simulations (Physics Educational Technology), and the use of hypertext, significantly increased both student motivation and academic performance. The meta-analysis revealed a favorable effect in experimental groups, showing moderate heterogeneity (I² = 49) and significance of p = 0.0001. The concurrence analysis reported that current pedagogical practices should focus on strengthening student autonomy and active engagement, integrating critical reflection, the use of innovative methodological strategies, and technological resources that enhance meaningful learning in scientific literacy. Among the instruments used to measure motivation, the Motivation to Learn Science Questionnaire was identified, and for academic performance, the Motivated Strategies for Learning Questionnaire. In conclusion, the importance of implementing the identified methodological strategies across different educational stages is emphasized, in order to promote competency-based learning through meaningful and innovative acquisition of content in Natural Sciences. Full article

Citizen science is increasingly recognized as a potential catalyst for sustainability transitions, climate action, and behavioral change by fostering collaboration between scientists and the public. While it offers benefits such as mutual learning, awareness raising, and improved outcomes, sustaining long-term diverse engagement remains a challenge. Research to date has largely emphasized data outcomes and initial participation, often overlooking the relational, social, and practical dimensions crucial for continued involvement. A disconnect persists between researchers’ data-driven goals and participants’ personal motivations, compounded by insufficient training and institutional support for engagement. This paper presents a novel framework for enhancing citizen engagement, drawing on a state-of-the-art literature review and focus group insights from the H2020 I-CHANGE project. It identifies enablers for and barriers to participation, reframing the latter as opportunities for support. The findings are organized into four themes: (1) call for participation, focusing on intrinsic motivation and local relevance; (2) project design, highlighting inclusive tools and communication; (3) a collaborative process, emphasizing trust, clarity, and support; and (4) participation benefits, including meaning, recognition, and social connection. This study underscores the need to build trust, foster relationality, and align expectations. It proposes practical engagement criteria and calls for deeper exploration of the relational foundations of citizen science. Full article

This study investigates the adoption of PyChatAI, a bilingual AI-powered chatbot for Python programming education, among female computer science students at Jouf University. Guided by the Technology Acceptance Model 3 (TAM3), it examines the determinants of user acceptance and usage behaviour. A Solomon Four-Group experimental design (N = 300) was used to control pre-test effects and isolate the impact of the intervention. PyChatAI provides interactive problem-solving, code explanations, and topic-based tutorials in English and Arabic. Measurement and structural models were validated via Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM), achieving excellent fit (CFI = 0.980, RMSEA = 0.039). Results show that perceived usefulness (β = 0.446, p < 0.001) and perceived ease of use (β = 0.243, p = 0.005) significantly influence intention to use, which in turn predicts actual usage (β = 0.406, p < 0.001). Trust, facilitating conditions, and hedonic motivation emerged as strong antecedents of ease of use, while social influence and cognitive factors had limited impact. These findings demonstrate that AI-driven bilingual tools can effectively enhance programming engagement in gender-specific, culturally sensitive contexts, offering practical guidance for integrating intelligent tutoring systems into computer science curricula. Full article

Background/Objectives: In today’s society, the use of new technologies in education has become increasingly relevant. In the subject of Physical Education, these tools offer resources to increase motivation and allow for a better academic monitoring of students. However, their use has also generated academic debate. This systematic review aims to analyse the educational impact of the use of new technologies and their effect on mental health and academic performance in Physical Education students. Methods: The PRISMA Statement was used. A literature search was conducted from January 2020 to April 2025 in the databases Web of Science, Scopus, SPORTDiscus and Dialnet. To refine the search process, the following research question was posed, following the PICO model: in Physical Education students, what is the educational effect of the use of digital technology on mental health and academic performance in teaching practice? The Mixed Methods Appraisal Tool was used to assess the quality of the studies analysed. Results: From a total of 897 articles, 27 relevant papers were selected and classified according to: authors, manuscript title, year of publication, population, main objective, type of design, digital tool, results and conclusions. Conclusions: The findings of this systematic review underline the importance of adopting a constructivist approach to the use of technological resources in Physical Education classes, without losing sight of the motor component, competence learning and the mental well-being of students. Full article

High-Intensity Functional Training (HIFT) is a training method that has garnered increasing attention due to the rise in hybrid competitions such as CrossFit or Hyrox, a race format combining strength and endurance tasks in a fixed structure. Therefore, an integrative approach is needed to help us understand which physiological capacities this training method enhances. Objectives: This scoping review aimed to map the current scientific literature related to HIFT, with a particular focus on physiological and psychobiological determinants of performance in hybrid competition contexts. Methods: Following the methodological framework of Arksey and O’Malley and the PRISMA-ScR guidelines, a systematic search was conducted in Web of Science, Scopus, and PubMed. Thirty-nine studies published between 2015 and 2025 were included. Results: HIFT was found to improve key physical attributes such as aerobic capacity, muscular strength, anaerobic power, and fatigue tolerance. Increases in VO₂max ranging from 8% to 15% and strength gains of 10% to 20% in major lifts were commonly reported. Improvements in local muscular endurance, power output, and recovery capacity were also observed. The physiological benefits appeared more pronounced in trained individuals, especially those with greater resistance training volume. In addition, psychobiological responses, including perceived exertion, cognitive control, and motivation, were explored in several studies, with more experienced athletes showing higher fatigue tolerance and better performance consistency under stress. Conclusions: HIFT enhances essential physical attributes applicable to hybrid events. The findings support the use of HIFT as a foundational method for training athletes involved in demanding multi-domain fitness settings, without attributing these benefits specifically to any single competitive event. Full article