Search Results (1,035)

Understanding the dose of ambient PM_2.5 inhaled by middle school students during active commuting between home and school is essential for optimizing their travel routes and reducing associated health risks. However, accurately modeling this remains challenging due to the difficulty of measuring ambient PM_2.5 concentrations along commuting routes at a population scale. In this study, we overcome this limitation by employing spatiotemporally dense observations of on-road ambient PM_2.5 concentrations collected through a massive mobile monitoring fleet consisting of around 200 continuously operating taxis installed with air quality monitoring instruments. Leveraging these rich on-road PM_2.5 observations combined with a GIS-terrain-based PM_2.5 dosage modeling approach, we (1) assess middle school students’ PM_2.5 dosages during morning (7:00 am–8:00 am) home–school walking commuting along the shortest-distance route; (2) examine the feasibility of identifying an alternative route for each student that minimizes PM_2.5 dosages during commuting; (3) investigate the trade-off between the relative reduction in PM_2.5 dosage and the relative increase in route length when opting for the alternative lowest-dosage route; and (4) examine whether exposure inequalities exist among students of different family socioeconomic statuses (SES) during their home–school commutes. The results show that (1) 18.8–57.6% of the students can reduce the dose of PM_2.5 by walking along an alternative lowest-dose route; (2) an alternative lowest-dose route could be found by walking along a parallel, less-polluted local road or walking on the less-trafficked side of the street; (3) seeking an alternative lowest-dose route offers a favorable trade-off between effectiveness and cost; and (4) exposure inequities do exist in a portion of students’ walking commutes and those students from higher-SES are more likely to experience higher exposure risks. The findings in our study could offer valuable insights into commuter exposure and inspire future research. Full article

The ubiquitous presence of smartphones has led to new phenomenon such as “phubbing” (the act of ignoring one’s immediate surroundings in favor of using a mobile phone). This behavior has become increasingly common among university students, making it an important subject of study due to its potential negative impact on learning environments. The aim of the present study is to analyze the prevalence of phubbing among university students, the existence of significant differences as a function of specific sociodemographic variables (such as gender, age, academic performance, and connection frequency), and, lastly, the predictive capacity of these elements with the different levels of phubbing experienced. The sample was composed of 1121 Spanish university students, and the instrument selected for the collection of data was the Phubbing Scale, which was divided into three factors, “attachment to the mobile phone”, “communication disturbance”, and “smartphone obsession”, through different validity and reliability tests. The results indicated a moderately high prevalence of phubbing among the population studied. Likewise, statistically significant differences were identified at a multivariate level in the three dimensions. Lastly, it is notable that the frequency of smartphone usage significantly and positively predicted the three dimensions of phubbing. Full article

Background/Objectives: Coupling mobile health (mHealth) technology with community-based nutrition programs may enhance diet quality in adolescents. This pilot study evaluated the feasibility, acceptability, and preliminary efficacy of integrating PortionSize Ed (PSEd), an image-assisted dietary assessment and education app, into the six-week Hawaiʻi Food and Lifeskills for Youth (HI-FLY) curriculum delivered via Supplemental Nutrition Assistance Program Education (SNAP-Ed). Methods: Adolescents (grades 6–8) from two classrooms were cluster-randomized into HI-FLY or HI-FLY + PSEd. Both groups received HI-FLY and completed Youth Questionnaires (YQ) and food records (written or app-based) at Weeks 0 and 7. Feasibility and acceptability were assessed via enrollment, attrition, and User Satisfaction Surveys (USS). Diet quality was measured using Healthy Eating Index-2020 (HEI-2020) scores and analyzed via mixed-effects models. Results: Of 50 students, 42 (84%) enrolled and attrition was minimal (2.4%). The sample was 49% female and 85% at least part Native Hawaiian or Pacific Islander (NHPI). PSEd was acceptable, with average USS scores above the scale midpoint. No significant HEI-2020 changes were observed, though YQ responses indicated improvements in sugary drink intake (p = 0.03) and use of nutrition labels in HI-FLY + PSEd (p = 0.0007). Conclusions: Integrating PSEd into SNAP-Ed was feasible, acceptable, and demonstrated potential healthy behavior change among predominantly NHPI youth in Hawaiʻi. Full article

Nowadays, Flutter with the Dart programming language has become widely popular in mobile developments, allowing developers to build multi-platform applications using one codebase. An increasing number of companies are adopting these technologies to create scalable and maintainable mobile applications. Despite this increasing relevance, university curricula often lack structured resources for Flutter/Dart, limiting opportunities for students to learn it in academic environments. To address this gap, we previously developed the Flutter Programming Learning Assistance System (FPLAS), which supports self-learning through interactive problems focused on code comprehension through code-based exercises and visual interfaces. However, it was observed that many students completed the exercises without fully understanding even basic concepts, if they already had some knowledge of object-oriented programming (OOP). As a result, they may not be able to design and implement Flutter/Dart codes independently, highlighting a mismatch between the system’s outcomes and intended learning goals. In this paper, we propose a guided self-study approach of integrating documentation, code, visual output, and exercise in FPLAS. Two existing problem types, namely, Grammar Understanding Problems (GUP) and Element Fill-in-Blank Problems (EFP), are combined together with documentation, code, and output into a new format called Integrated Introductory Problems (INTs). For evaluations, we generated 16 INT instances and conducted two rounds of evaluations. The first round with 23 master students in Okayama University, Japan, showed high correct answer rates but low usability ratings. After revising the documentation and the system design, the second round with 25 fourth-year undergraduate students in the same university demonstrated high usability and consistent performances, which confirms the effectiveness of the proposal. Full article

This study aimed to elucidate the relationship between physical activity (PA) and mobile phone addiction (MPA) in college students. Five databases (PubMed, Scopus, Embase, Web of Science, and Cochrane) were searched up to 20 January 2025. A random-effects meta-analysis was conducted to calculate combined Pearson correlation coefficients (r) with 95% confidence intervals. A total of 29 studies were included in the analysis. A significant negative correlation was found between PA and MPA (r = −0.349; p < 0.001). Subgroup analyses revealed a larger effect size in alleviating MPA after the COVID-19 pandemic (r = −0.340; p = 0.008). Additionally, PA demonstrated a large effect size in improving sleep quality (r = −0.365; p < 0.001) and reducing depression and anxiety (r = −0.356; p = 0.024). The effect of PA on self-control was moderate (r = −0.267; p < 0.001), as was its effect on procrastination (r = −0.330; p = 0.016). In contrast, the effect of PA on academic burnout was small (r = −0.141; p < 0.001). In conclusion, increasing PA may reduce MPA by alleviating depression and anxiety and enhancing self-control. PA’s benefits for MPA extend to improving sleep quality and reducing academic burnout and procrastination. Full article

This study interrogates whether Augmented Reality (AR) enhances vocabulary and content acquisition within Content and Language Integrated Learning (CLIL), situating the question in the broader debate on how immersive, multimodal technologies shape achievement and engagement. This study’s novelty lies in its direct AR-versus-print comparison in a real CLIL classroom using markerless, smartphone-based technology. Using a mixed-methods, classroom-based experiment, we drew on a convenience sample of 129 secondary students (ages 16–18), assigning them to an AR intervention (n = 64) or a print-based control (n = 65). Both cohorts received parallel instruction covering identical objectives and materials; vocabulary attainment was gauged using matched pretest and post-test measures, while engagement, attitudes, and perceived usefulness were captured through paired pre- and post-surveys and open-ended prompts. Quantitative analyses compared change scores across conditions and were complemented by qualitative summaries of learner comments. Results indicate that exposure to AR exerted a positive influence on learners’ engagement and supported learning processes, with perceptible shifts in students’ views of AR between baseline and post-intervention; nevertheless, effects were heterogeneous across instruments, items, and subgroups, suggesting that benefits accrued in a targeted rather than uniform fashion. Compared to the print-based group, students using AR demonstrated greater gains on visually supported vocabulary and content items, while other items showed no significant differences between groups. We conclude that AR constitutes a promising pedagogical resource for CLIL, capable of scaffolding vocabulary/content development and motivating participation, while the observed variability underscores the need for principled, context-sensitive integration. Future work should specify boundary conditions—such as task type, prior proficiency, cognitive load, and technology familiarity—and employ robust mixed-methods designs to determine for whom, and under which instructional circumstances, AR yields the greatest and most sustainable gains. Full article

The complexity of smart home technologies and the need for personalized energy efficiency solutions highlight the importance of user-oriented decision-support tools. This study presents a Smart Home Management System (SHMS) selection solution that combines a web-based dashboard, a mobile application, and a relational database. A 54-question structured questionnaire was designed to capture user requirements, and four alternatives—KNX, JUNG Home, LB Management, and eNet Smart Home—were compared using the Simple Additive Weighting (SAW) method. Evaluation criteria included installation complexity, communication technology, integration and control capabilities, and user experience. The system was implemented with Next.js, React Native, and Post-greSQL, ensuring flexibility, scalability, and secure data management. Preliminary evaluation with specialists (system integrators, architects, designers) and students confirmed the coherence of the questionnaire, the adequacy of criteria, and the clarity of recommendations. Results showed that the tool improves user engagement, reduces decision-making uncertainty, and supports the adoption of energy-efficient residential solutions. The study’s main limitation is the small test sample, which will be expanded in future large-scale validation. Planned improvements include interactive product comparisons, cost estimation, adaptive questionnaire logic, and 3D visualizations. Overall, the system bridges the gap between technical SHMS solutions and user-oriented decision-making, offering practical and academic value. Full article

Background: Prolonged sedentary behavior and associated obesity are recognized risk factors for poor health across the lifespan. Globally, data show that many children and adolescents aged 5 to 17 significantly increased their sedentary behaviors during the COVID-19 pandemic, failing to meet recommended physical activity levels and reporting increased smartphone use. While mobile devices and video games have been traditionally linked to physical inactivity, formats like exergaming, which combine gameplay with gross motor activity, offer potential to promote physical activity. However, many digital health tools for children are developed without incorporating feedback from key stakeholders and end-users (e.g., children, teachers, and guardians). Therefore, this paper, within the Walk around the Earth (E-Walk) project, describes a prospective study that aims (1) to identify the most influential factors or characteristics affecting engagement with and usability of a mobile application promoting physical activity among primary school students; (2) to develop a mobile application for children based on the identified factors and characteristics. Methods: This project will use a group concept mapping approach to identify the most influential features/factors/characteristics affecting engagement with and usability of an app. By involving primary stakeholders (e.g., children, teachers, guardians, and physical activity experts), the project seeks to align the app’s features with primary end-user needs and motivations. Following the app’s development, its effectiveness in increasing physical activity levels and reducing sedentary behaviors will be evaluated through a mixed-method design, incorporating anthropometric data, validated physical activity questionnaires (Physical Activity Questionnaire for Older Children (PAQ-C) and International Physical Activity Questionnaire (IPAQ)), and engagement metrics. Conclusions: The E-Walk project integrates participatory design with educational content and activity-based challenges, representing a multidimensional strategy for promoting health and learning in primary school students. Ultimately, this study contributes to the development of user-informed digital interventions that support sustainable behavioral changes, in line with broader goals of child well-being and digital health promotion. Full article

In a global context marked by ongoing transformations in technology and education, it is essential to reflect on how individuals engage with—or underestimate—the meaningful use of digital tools already at their disposal. This study examines the evolution of self-perceived digital competencies of university students in Spain, Mexico, and Peru during a period of forced transition to online learning, often in environments characterized by structural inequalities in access to and use of digital resources. We surveyed 881 university students in Spain, Mexico, and Peru between May and September 2020. The findings indicate that, although Spanish students initially reported higher levels of self-perceived digital competence, significant improvements in their perception were observed across all three countries, particularly in Mexico and Peru. These improvements cannot be fully attributed to ceiling effects or cross-country sociodemographic differences alone, suggesting that transformative contexts may have provided opportunities for students to test and mobilize their capabilities, which could be consistent with the development and self-recognition of new digital skills. This study provides empirical evidence that advances our understanding of how self-perceptions of digital competence evolve in scenarios of accelerated educational change, offering valuable insights for the design of more adaptive and context-sensitive education policies. Full article

In school settings, nomophobia—a newly identified form of problematic mobile phone use characterized by anxiety and discomfort experienced when an individual is unable to use or access their smartphone—poses significant challenges to students’ learning and daily life. Prior research on nomophobia has predominantly adopted a variable-centered perspective. However, if nomophobia is heterogeneous across subgroups, acknowledging this heterogeneity may inform the advancement of more tailored and productive therapeutic methods. Latent profile analysis (LPA) was conducted separately among high school students (N = 446) and college students (N = 667) to identify potential subgroup heterogeneity in nomophobia. To examine cross-group similarities in nomophobia profiles, a multi-group LPA was employed. Based on multiple model fit criteria, a three-profile solution—high nomophobia, moderate nomophobia, and low nomophobia—was identified for both groups. However, the multi-group LPA provided only partial support for the similarity of nomophobia profiles across educational stages, specifically in terms of configural and dispersion similarity. While similar nomophobia profiles emerged across groups, the partial equivalence suggests that intervention strategies for nomophobia may not be universally applicable across different educational levels. Additional studies should investigate the mechanisms underlying students’ nomophobia profiles and to inform differentiated interventions for educators, institutions, and policymakers. Full article

This pilot randomized controlled trial evaluated the effectiveness of a social media detoxification intervention in reducing social media addiction and usage time among undergraduate pharmacy students at Chiang Mai University. A total of 23 students were randomly assigned to either an experimental group (n = 12) or a control group (n = 11). The intervention involved reducing screen time on mobile devices by 50% over four weeks using built-in screen time restriction settings, while the control group continued regular usage. The primary outcome was the Social Media Addiction Test (SMAT) score (16-item scale; higher scores indicate greater addiction), assessed at baseline and at week 4. The secondary outcome was weekly social media usage time (minutes per week, obtained from device screen-time reports), recorded over 4 weeks. Linear regression and Generalized Estimating Equation (GEE) models were used for the primary and secondary outcomes, respectively, with both models adjusting for baseline values. Results: At baseline, both groups were comparable in terms of key characteristics, SMAT score, and weekly usage. After 4 weeks, the experimental group had a significantly greater reduction in SMAT scores compared to the control group (adjusted difference = −7.92, 95% CI: −13.35 to −2.49, p = 0.006). For the secondary outcome, GEE analysis showed that the experimental group used social media for 1223.9 min/week (about 20 h/week) less than the control group (95% CI: −1720.6 to −727.1, p < 0.001). In short, social media detoxification through screen time restrictions appears to reduce social media addiction and usage time among pharmacy students. This intervention offers a promising and realistic way to help reduce social media addiction. Full article

Background: Tobacco use remains a major public health concern among young adults and is often complicated by co-occurring addictive behaviors. Objective: This study analyzed motivation for change, assessed with the decisional balance framework, in relation to multiple addictions among young smokers seeking treatment. Methods: Ninety-eight participants from the University of Granada enrolled in either an app-based cognitive–behavioral therapy (CBT) program (n = 35) or a traditional face-to-face CBT program (n = 63). Recruitment relied on self-identification and voluntary participation. Standardized instruments were applied to measure nicotine dependence (FTND), behavioral and substance-related addictions (MULTICAGE CAD-4), cannabis dependence (SDS), and motivation for change (DBQ). Logistic and stepwise regression analyses were conducted to identify predictors of treatment choice and motivational outcomes. Results: Younger participants and students were more likely to choose the app-based program. Compulsive buying was linked to perceiving more disadvantages of smoking, whereas sex addiction, cannabis dependence, and other substance addictions were associated with perceiving fewer disadvantages. Conclusions: Treatment preferences and motivational profiles differ according to age, academic status, and co-occurring addictions. These findings highlight the need to tailor smoking cessation strategies to individual profiles and support the role of mobile health tools in engaging digitally oriented populations. Full article

Generative artificial intelligence (AI) has become an indispensable resource in contemporary higher education, providing substantial benefits to both students and institutions. As its adoption accelerates, it is important to balance these advantages against potential risks that may arise from students’ varying levels of interaction with AI. Whereas most prior studies have focused on the favorable outcomes of AI for college students, the present research investigates its “double-edged sword” effects. Guided by social affiliation theory, a new model has been developed and empirically tested to clarify how and under what conditions the frequency of student–AI interaction influences social needs and behaviors. Longitudinal data obtained from 388 undergraduates showed that AI interaction frequency can shape prosocial behavior and problematic mobile phone use through a dual pathway involving the need for affiliation and feelings of loneliness. Furthermore, peer support moderates the indirect effect of AI interaction frequency on college students’ prosocial behavior via their need for affiliation. The results showed that peer support did not significantly moderate the indirect relationship between AI interaction frequency and problematic mobile phone use through loneliness. Overall, our study extends the framework of the social affiliation theory and provides practical insights that guide the appropriate use of AI by college students, thereby supporting the development of healthy social skills and technology engagement in the age of AI. Full article

As smart cities evolve, integrating new technologies into school transportation is becoming increasingly important to ensure student comfort and safety. Monitoring and enhancing comfort during daily commutes can significantly influence well-being and learning readiness. However, most existing research addresses isolated factors, which limits the development of comprehensive and scalable solutions. This study presents the design and implementation of a low-cost, generalized IoT-based system for monitoring comfort in school transportation. The system processes multiple environmental and operational signals, and these data are transmitted to a cloud computing platform for real-time analysis. Signal processing incorporates standardized metrics, such as root mean square (RMS) values from ISO 2631-1 for vibration assessment. In addition, machine learning techniques, including a Random Forest classifier and ensemble-based models, are applied to classify ride comfort levels using both road roughness and environmental variables. The results show that stacked multisensor fusion achieved a significant improvement in classification performance compared with vibration-only models. The platform also integrates route visualization with commuting time per student, providing valuable information to assess the impact of travel duration on school mobility. Full article

This article reconceptualises London as a learnt city, a dynamic learning ecosystem co-produced through digital mediation, affective experience, and embodied practice. Focusing on international university students in London, a transient, hyper-digital city, we employ a participatory reflective-mapping methodology to examine how urban learning unfolds across mediated, affective, and experiential layers of city life. The mediated city describes students’ imaginaries shaped by digital media and mapping apps. The affective city captures emotional registers, such as nostalgia, autonomy, and (dis)orientation, that emerge during urban adaptation. The experiential city foregrounds embodied engagements: movement, infrastructure use, routine navigation, and elective belonging. These three dimensions interweave to form an “urban collage,” revealing how students continuously remake both their identities and the city itself through integrated online and offline practices. The article advances critical urban and communication studies by contesting technocratic and neoliberal framings of urban learning. It positions learning as inherently spatial, affective, and relational—a sense-making process enacted in everyday urban experiences. By framing the city as a contested site of knowledge production and identity formation, this article contributes to debates in digital urbanism and critical digital pedagogy. The learnt city concept offers a novel lens for understanding how global cities—characterised by frictions of belonging and mobility—are lived, known, and shaped by those negotiating their multiple mediated, affective, and material dimensions. Full article