المؤلفون: Eleni Mitsea, Athanasios Drigas, Charalabos Skianis

المصدر: Psych, Vol 6, Iss 1, Pp 305-344 (2024)

مصطلحات موضوعية: positive technologies, artificial intelligence, immersive technologies, virtual reality, augmented reality, metaverse, Psychology, BF1-990

الوصف: The holistic growth and psychological well-being of people with special needs and disabilities remain high on the priority agenda for sustainable and inclusive education. Digital well-being technologies and especially “smart technologies”, are ready to revolutionize mental health interventions by meeting trainees’ needs and providing them with more positive and transformative mental, emotional, and social experiences. Μeta-skills refer to a set of consciousness-raising competences that incorporate meta-cognitive, social–emotional, and motivational attributes, allowing individuals to intentionally achieve a state of optimal functioning. Although positive psychology and well-being technologies are considered promising intervention approaches, there is less knowledge regarding the effectiveness of such interventions among people with special needs and disabilities, especially in the crucial domain of meta-skills development. Thus, the current systematic review aims to examine positive psychology strategies as well as the synergy with well-being technologies in the development of metacognition, emotional intelligence, and motivation meta-skills in populations with special training needs and disabilities. The PRISMA methodology was utilized to answer the research questions. A total of forty-nine studies met the inclusion criteria. The results indicated that positive psychology strategies improved a wide range of meta-skills, including self-regulation, emotional control, behavioral control, inhibition control, self-awareness, intrapersonal skills, interpersonal skills, adaptation, goal setting, and self-compassion. Artificial intelligence tools, wearables, smart applications, immersive technologies (virtual and augmented reality), neurofeedback and biofeedback technologies, as well as digital games were found to effectively assist such training programs. The results of the current review may provide positive feedback in the discussion about digitally-aided mental health interventions for training the meta-skills of mental and emotional health.

وصف الملف: electronic resource

العلاقة: https://www.mdpi.com/2624-8611/6/1/19Test; https://doaj.org/toc/2624-8611Test

الوصول الحر: https://doaj.org/article/593532d49a3e41e59e80401d4227c09aTest

المؤلفون: Angeliki Sideraki, Athanasios Drigas

المصدر: Scientific Electronic Archives, Vol 17, Iss 3 (2024)

مصطلحات موضوعية: gaba, executive functions, asd, self – control, behavioral – control, attention – control, General Works

الوصف: Gamma-aminobutyric acid (GABA) is a neurotransmitter critically involved in various psychological and behavioral processes. This review highlights the impact of GABAergic dysfunction within specific brain regions on a range of mental disorders, executive processes, self-control, and behavioral regulation.Reductions in GABAergic neurotransmission within distinct brain regions have been consistently associated with several mental health conditions. Within the context of anxiety disorders, depression, and post-traumatic stress disorder (PTSD), alterations in GABAergic function contribute to symptomatology. GABA plays a pivotal role in anxiety and mood regulation, with its impairment linked to symptoms of depression and mood disorders. Dysfunctional GABAergic transmission also contributes to fear dysregulation and features of PTSD. In terms of executive functions, GABAergic neurotransmission affects working memory, attentional control, and inhibitory regulation. Changes in GABA levels have been linked to decision-making abilities, impulsivity, and attention deficits, especially in conditions like attention deficit hyperactivity disorder (ADHD). GABA further plays a crucial role in self-control mechanisms by regulating impulsivity and prefrontal cortex functionality. Substance use disorders, often accompanied by impaired self-control, are significantly influenced by GABAergic system changes. Additionally, GABA's involvement in anxiety and emotional management affects the control of emotional responses. Behavioral control is modulated by GABAergic action in motor circuitry, where GABA provides inhibitory control for motor actions. Spontaneity, aggression, and stress are influenced by GABAergic dysfunction, impacting behavioral control. In the realm of attentional control, GABAergic neurotransmission influences selective attention and sensory salience, maintaining a balance between neural stimulation and inhibition. The study also explores executive function deficits in individuals with Autism Spectrum Disorder (ASD) in relation to GABA levels within specific brain regions. Moreover, GABA and its network connectivity contribute to individual variations in sensory responsiveness, emphasizing the dynamic role of GABA in the phenotypic heterogeneity of ASD. In summary, this research underscores the critical role of GABAergic neurotransmission within specific brain regions in various psychological disorders, executive functions, self-control, behavioral regulation, and attentional processes. Understanding the directional influence of GABAergic changes on behavior and mental health conditions can pave the way for more targeted interventions in neuropsychiatric disorders.

وصف الملف: electronic resource

العلاقة: https://sea.ufr.edu.br/index.php/SEA/article/view/1940Test; https://doaj.org/toc/2316-9281Test

الوصول الحر: https://doaj.org/article/d8083098bea8434eba61fc27f7d81c5fTest

المؤلفون: Victoria Bamicha, Athanasios Drigas

المصدر: Scientific Electronic Archives, Vol 17, Iss 3 (2024)

مصطلحات موضوعية: artificial intelligence, theory of mind, metacognition, computational theory of mind, autonomous systems, General Works

الوصف: Theory of Mind (ToM) highlights the social-cognitive ability of the individual to communicate and interact effectively with the members of each social group. Essentially, it is the cornerstone of social knowledge that allows the recognition and understanding of the thoughts, intentions, and feelings of all involved, promoting social interaction and engagement. Metacognition (MC) is a higher mental ability of the biological mind and is characterized by the observation, control, evaluation, differentiation, and readjustment of the cognitive mechanism, aiming at its optimal performance and maintaining the homeostasis of mental, social, and emotional becoming of an organism. The rapid development of technology in recent decades has promoted the development of Artificial Intelligence (AI) intertwined with the need to integrate ToM and MC capabilities, enriching human communication. This paper investigates how the above-described human cognitive functions are involved in the conception and development of an artificial agent and their influence on human society. The conclusions suggest the importance of being able to read beliefs, emotions, and other factors, but also introspection by an intelligent system for social benefit, including the necessary ethical constraints.

وصف الملف: electronic resource

العلاقة: https://sea.ufr.edu.br/index.php/SEA/article/view/1939Test; https://doaj.org/toc/2316-9281Test

الوصول الحر: https://doaj.org/article/814982102a85442d85a6348fb4b1473dTest

المؤلفون: Eleni Mitsea, Athanasios Drigas, Charalabos Skianis

المصدر: Psychiatry International, Vol 4, Iss 4, Pp 324-353 (2023)

مصطلحات موضوعية: mindfulness strategies, virtual reality, autism spectrum disorder, attention deficit and hyperactivity disorder, mood disorder, anxiety disorder, Psychiatry, RC435-571

الوصف: International psychiatry is facing major challenges due to the rapid increase in mental health issues. The forthcoming mental health crisis has opened the debate about the need to broaden the therapeutic horizons with the implementation of digitally assisted mindfulness practices within psychotherapeutic interventions. Mindfulness training is developing into a promising intervention for a variety of health problems and a booster of well-being. At the same time, virtual reality (VR) and especially immersive technologies are increasingly being used as assistive tools in the training of people with special education needs and disabilities (SEND). Μeta-competences refer to a set of self-development skills that incorporate meta-cognitive and meta-emotional attributes, enabling individuals to be self-conscious, self-regulated, and flexible in every aspect of human life. The current review aims to investigate (i) the efficacy of mindfulness strategies in meta-competence training for SEND and (ii) the role of VR as an assistive technology in mindfulness training. The PRISMA 2020 methodology was utilized to respond to the objectives and research questions. The database search provided 1380 records, and 29 studies met the inclusion criteria. The results showed that mindfulness training has the potential to train meta-cognitive and meta-emotional competences among people with different mental disorders, including Attention Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Intellectual Disability (ID), Depressive Disorder, Stress Disorder, and Specific Learning Disorder. VR was found to be an effective assistive technology, providing significant advantages compared to conventional mindfulness interventions. Mindfulness training assisted by immersive technologies was found to significantly improve a wide range of cognitive and socio-emotional meta-competences, including self-awareness, inhibition control, attention regulation, flexibility, positive thinking, and emotional regulation. The results of this systematic review may provide positive feedback for creating inclusive digital training environments.

وصف الملف: electronic resource

العلاقة: https://www.mdpi.com/2673-5318/4/4/31Test; https://doaj.org/toc/2673-5318Test

الوصول الحر: https://doaj.org/article/29e851549643489eada1ee6248a1987cTest

المؤلفون: Pantelis Pergantis, Athanasios Drigas

المصدر: Education Sciences, Vol 14, Iss 6, p 665 (2024)

مصطلحات موضوعية: drones, flying drones, unmanned aerial vehicles, education, students, STEM, Education

الوصف: Due to COVID-19, Industry 4.0 technologies have been deeply integrated into our lives, making it possible to interact, learn, and be productive. The rise of ICT has been established for a lot of years, transforming the educational process of many students with more and more educators applying them in school settings and considering them an essential part of teaching. ICT constantly evolves incorporates and utilizes all the recent and cutting-edge technology to help learners interact and learn in the most engaging and motivating way. The purpose of this literature review is to investigate a very fascinating and promising piece of robotic technology called a drone or unmanned aerial vehicle and how it has been integrated and utilized in the educational process of students to date. In the introduction, the main adoptions of ICT and drones are discussed. In the main part, we explore the possibilities and the applications of drone technology in the educational path from analysis of included studies and research, as well as discussing the students’ and teachers’ perceptions of their use. The results of this study of the application of drones in education show promising effects among students and teachers, but several limitations were identified, making it still difficult to generalize their use in the educational process. Furthermore, a need for a unified framework for reference is needed to be able to accommodate their use in school and academic environments.

وصف الملف: electronic resource

العلاقة: https://www.mdpi.com/2227-7102/14/6/665Test; https://doaj.org/toc/2227-7102Test

الوصول الحر: https://doaj.org/article/9fe6502e97ac4cdcbb1d7deda56ce8f5Test

المؤلفون: Eleni Mitsea, Athanasios Drigas, Charalabos Skianis

المصدر: Behavioral Sciences, Vol 13, Iss 12, p 1008 (2023)

مصطلحات موضوعية: digital mindfulness, sustainable wellness, self-regulation, virtual reality, augmented reality, mixed reality, Psychology, BF1-990

الوصف: The onset of the COVID-19 pandemic has led to an increased demand for mental health interventions, with a special focus on digitally assisted ones. Self-regulation describes a set of meta-skills that enable one to take control over his/her mental health and it is recognized as a vital indicator of well-being. Mindfulness training is a promising training strategy for promoting self-regulation, behavioral change, and mental well-being. A growing body of research outlines that smart technologies are ready to revolutionize the way mental health training programs take place. Artificial intelligence (AI); extended reality (XR) including virtual reality (VR), augmented reality (AR), and mixed reality (MR); as well as the advancements in brain computer interfaces (BCIs) are ready to transform these mental health training programs. Mindfulness-based interventions assisted by smart technologies for mental, emotional, and behavioral regulation seem to be a crucial yet under-investigated issue. The current systematic review paper aims to explore whether and how smart technologies can assist mindfulness training for the development of self-regulation skills among people at risk of mental health issues as well as populations with various clinical characteristics. The PRISMA 2020 methodology was utilized to respond to the objectives and research questions using a total of sixty-six experimental studies that met the inclusion criteria. The results showed that digitally assisted mindfulness interventions supported by smart technologies, including AI-based applications, chatbots, virtual coaches, immersive technologies, and brain-sensing headbands, can effectively assist trainees in developing a wide range of cognitive, emotional, and behavioral self-regulation skills, leading to a greater satisfaction of their psychological needs, and thus mental wellness. These results may provide positive feedback for developing smarter and more inclusive training environments, with a special focus on people with special training needs or disabilities.

وصف الملف: electronic resource

العلاقة: https://www.mdpi.com/2076-328X/13/12/1008Test; https://doaj.org/toc/2076-328XTest

الوصول الحر: https://doaj.org/article/6f428d1234a14e09ac80759b99ff309dTest

المؤلفون: Irene Chaidi, Athanasios Drigas

المصدر: Scientific Electronic Archives, Vol 15, Iss 12 (2022)

مصطلحات موضوعية: emotional intelligence, theories, icts, General Works

الوصف: Emotional Intelligence (EQ) is important in achieving the goals: personal and social of each person in synergy with general intelligence ( IQ). In this work, the prevailing models of theories and evaluation of S.N are presented, and the role of ICTs in the application of their evaluation tools.

وصف الملف: electronic resource

العلاقة: https://sea.ufr.edu.br/SEA/article/view/1638Test; https://doaj.org/toc/2316-9281Test

الوصول الحر: https://doaj.org/article/313defc26c4e487ca4b0fbf3cb5a58a6Test

المؤلفون: Eleni Mitsea, Athanasios Drigas, Charalabos Skianis

المصدر: Education Sciences, Vol 13, Iss 7, p 639 (2023)

مصطلحات موضوعية: virtual reality gaming, special educational needs and disabilities, meta-skills training, behavioral adaptability, metacognition, motivations, Education

الوصف: Inclusion, equality, and well-being for all, especially for people with special needs and disabilities, is globally recognized as a priority. At the same time, there is an urgent need to create digital training environments for people with special educational needs and disabilities (SEND). Virtual reality (VR) and gaming technologies have entered the race at full speed for skills training. Despite significant research on each of these technologies, there is still limited knowledge about the effectiveness of virtual reality games (VRGs) in targeted groups such as those with SEND. Thus, the current systematic review paper aims to investigate the effectiveness of gaming in virtual reality as an intervention strategy for meta-skills training among people with neurodevelopmental, cognitive disorders, and learning difficulties. The PRISMA 2020 methodology was used to respond to the objective and research questions. This study also emphasizes the mediating role of motivations, metacognition, and emotional intelligence as important assets for meta-skills development. The database search generated 1100 records, and 26 studies met the inclusion criteria. This study concludes that VRGs have the potential to support people with SEND in terms of raising motivation and developing metacognitive skills, as well as in developing the emotional intelligence skills needed for inclusion, accomplishment, an independent life, and personal well-being. As was observed, VRGs provided the subjects with positive experiences, allowing them to internalize motivations and—with less effort—develop self-motivated, self-regulated, and flexible behaviors.

وصف الملف: electronic resource

العلاقة: https://www.mdpi.com/2227-7102/13/7/639Test; https://doaj.org/toc/2227-7102Test

الوصول الحر: https://doaj.org/article/2a0d526bf9e54b1ea5f6d9d64bb191bdTest

المؤلفون: Maria Zografou, Athanasios Drigas

المصدر: Scientific Electronic Archives, Vol 15, Iss 8 (2022)

مصطلحات موضوعية: General Works

الوصف: Anxiety is a particular form of emotional distress which is frequently experienced by students with LD. Research has indicated that high levels of anxiety have negative effects on performance on cognitive and academic tasks. Also, findings suggest that children with LD present cognitive and neuropsychological deficits. The mindfulness function of MMA proved to be helpful in promoting calmness, tolerance and acceptance of distress, as well as self-understanding in youth. Youth with learning disabilities (LDs) have information processing challenges that place them at increased risk for emotion dysregulation and often rely on coping strategies that emphasize avoidance of challenging emotions, experiences or tasks. We highlight that cognitive interference may help in reducing the quality or efficiency of test-anxious students’ with LD performance during exams.

وصف الملف: electronic resource

العلاقة: https://sea.ufr.edu.br/SEA/article/view/1573Test; https://doaj.org/toc/2316-9281Test

الوصول الحر: https://doaj.org/article/158ddd8f8aee41968652c532eb1eb548Test

المؤلفون: Maria Zografou, Athanasios Drigas

المصدر: Scientific Electronic Archives, Vol 15, Iss 3 (2022)

مصطلحات موضوعية: executive functions, adhd, anxiety management, test anxiety, cognitive behavioral therapy, mindfulness practices, martial arts, General Works

الوصف: Anxiety is a particular form of emotional distress which is frequently experienced by students with LD. Research has indicated that high levels of anxiety have negative effects on performance on cognitive and academic tasks. Also, findings suggest that children with LD and ADHD present cognitive and neuropsychological deficits. Cognitive behavioral therapy combined with martial arts training is an effective intervention for youth with ADHD symptoms as well as youth with high levels of anxiety.

وصف الملف: electronic resource

العلاقة: https://sea.ufr.edu.br/SEA/article/view/1513Test; https://doaj.org/toc/2316-9281Test

الوصول الحر: https://doaj.org/article/d541001750714a46b2743dbb8084e50dTest