Cognitive Theory Research Articles

How virtual reality influences collaboration performance: a team-level analysis

PurposeIn the wake of the COVID-19 pandemic, the interest in the use of virtual reality (VR) for organizational collaboration has dramatically increased. However, empirical research on the optimal types of VR and avatar designs for effective collaboration remains limited. To address these gaps, this study investigates how VR types (immersive vs non-immersive) and avatar similarity (high vs low) impact collaboration performance, with a focus on the mediating roles of somatic, psychological and behavioral engagement.Design/methodology/approachDrawing on embodied cognition theory and grounded in user engagement theory, we developed a research model that delineates the factors influencing collaboration performance. This model was empirically tested with data collected from a laboratory experiment involving 195 participants, employing a 2 × 2 factorial design. The Engage VR was used for the experiment because it supports the same virtual environment for collaboration between immersive and non-immersive VR contexts. The data were analyzed at the team level (n = 65).FindingsThe results of this study reveal that both immersive VR and high avatar similarity significantly enhance collaboration performance by augmenting somatic engagement, which subsequently boosts psychological and behavioral engagement.Originality/valueThis research deepens the scholarly understanding of the intricate interplay among VR types, avatar design and user engagement. The study’s theoretical implications underscore the conceptualization of somatic engagement as a critical dimension of user engagement in virtual collaboration, enriching the extant literature on VR-based collaboration. It also provides pragmatic insights to enhance virtual collaboration in the workplace.

The VR-AI–Assisted Simulation for Content Knowledge Application in Pre-Service EFL Teacher Training

AbstractPre-service teachers (PSTs) of English as a Foreign Language (EFL) need extensive training, preparing them for challenges encountered in real classrooms. Such challenges include presenting the target content knowledge in front of the class and promptly responding to students’ questions on the content. High-immersion virtual reality (VR) is increasingly seen as technology facilitating teacher training. When integrated with Artificial Intelligence (AI), VR simulations can enhance teacher education by providing real-world practice opportunities. Drawing on cognitive flexibility theory (CFT), this case study investigated how pre-service EFL teachers (N = 17) in Poland interpret the VR-AI–assisted simulation designed to facilitate their content knowledge application. The results suggest that such simulations are valuable for professional development and reflective practice regarding content knowledge in pre-service EFL teacher training. The findings contribute to the broader understanding of the integration of VR and AI technology in language teachers’ training programs aiming to support the application of content knowledge in real-life classrooms.

The metaphor of “sinking to one’s knees” as a narrative element in the essays of Alexander Matuška

The presented paper examines the meaning of the metaphor of dropping or sinking to one’s knees in the works of Slovak essayist Alexander Matuška. Drawing on the cognitive theory of metaphor formed by George Lakoff and Mark Johnson, this paper attempts not only to describe the concrete realisation of the orientational metaphor of the up-down type in the context of ceremonial symbolism, but also to interpret this metaphor as a certain narrative element in the history narrative that Matuška presents in his essayistic work, and as an element present across different cultures.

Self-other distinction modulates the sense of self-agency during joint actions

In daily life interactions, we achieve goals with partners through tight temporal coordination or sequential joint efforts. Is our individual sense of control over shared outcomes (sense of self-agency) the same as the one experienced when we act alone? Do we explicitly and implicitly feel like we are fully in control of the motor act even if the goal is finally achieved by our partner? To address these questions, we measured explicit and implicit sense of self-agency in individual and (coordinated or sequential) interactive contexts. We studied 42 healthy adult participants during active/passive button presses aimed at turning on a light bulb. This goal could be achieved individually (Solo condition) or by interacting with a partner (Joint condition) synchronously (joint Coordination task) or sequentially (joint Sequential task). We collected trial-by-trial explicit judgments of self-agency. To quantify the intentional binding phenomenon, an index of implicit sense of agency, we also measured the perceived compression of the time interval between the active or passive movements and their outcomes. Explicit sense of agency: we observed decreased judgments of self-agency in Joint trials compared with the Solo ones in both the Coordination and Sequential tasks. Implicit sense of agency: in the Coordination task, we found a significant intentional binding effect only in Solo trials but not in Joint ones. For the Sequential task, however, a significant intentional binding was also present in the Joint condition. Our results indicate that the individual sense of agency is reduced during joint actions, yet this can be restored at an implicit level when the format of the motor interaction makes the individual contribution to goal achievement more obvious. We discuss these results considering current cognitive theories on motor awareness and interactions.

Effects of a behavioral intervention on physical activity, diet, and health-related quality of life in postpartum women with elevated weight: results of the HIPP randomized controlled trial

BackgroundApproaches to improve physical activity (PA), diet, and health-related quality of life (HRQOL) during postpartum in diverse women with elevated weight are needed.MethodsHealth In Pregnancy and Postpartum (HIPP) was a randomized controlled trial that followed African American and white women with overweight or obesity from pregnancy through 12 months postpartum. Participants were randomized to a behavioral intervention grounded in social cognitive theory (n = 112) or standard care (n = 107). From enrollment (≤ 18 weeks gestation) through 6 months postpartum, the intervention group received two in-depth counseling sessions (one each during pregnancy and postpartum), counseling calls, behavioral podcasts, and access to a private Facebook group, while the standard care group received monthly mailings and podcasts focused on healthy pregnancy and infant development. PA (SenseWear armband), diet (ASA24), and HRQOL (SF-12) measurements were obtained from blinded assessors at baseline and 6- and 12-months postpartum. Linear or quantile regression models, depending on conformity to normality assumptions, were used to test differences between behavioral intervention and standard groups in PA outcomes (minutes/day of total PA, light PA, and moderate-to-vigorous intensity PA (MVPA), and total steps/day), dietary outcomes (diet quality and six measures of dietary intake), and HRQOL at 6- and 12-months postpartum, controlling for baseline values, race, parity, weight status, education, maternal age, gestational age, and caloric intake (for most diet models).ResultsThere were no statistically significant differences by group for any PA, diet, or HRQOL outcomes at 6 or 12 months postpartum. Irrespective of group assignment, all PA outcomes improved from pregnancy to postpartum, as did kcals and the mental component of HRQOL. Furthermore, while not statistically significant, virtually all PA outcomes, except MVPA at 12 months, and several dietary outcomes, including diet quality, had patterns favoring the intervention group but with small effect sizes.ConclusionsPostpartum PA, diet, and HRQOL did not differ significantly between women in the behavioral intervention group and those in the standard care group. Given the increased responsibilities and stress that women face during the postpartum period, this appears to be a challenging time to make lifestyle changes.Trial registrationThis trial was registered at ClinicalTrials.gov on 10/09/2014. Identifier: NCT02260518.

A systematic review on career interventions for high school students

IntroductionThis study presents a systematic literature review of career interventions for high school students, exploring the theoretical framework, intervention modality, evaluation and outcomes of the intervention.MethodsFive keywords, three databases and five inclusion criteria were defined. Of the 419 documents collected, 25 remained for meta-synthesis.ResultsThe results showed that (1) the theoretical framework mainly consisted of career construct theory, social cognitive career theory, and cognitive information processing theory. (2) The intervention modality was mainly group counseling (8 sessions, 45 min). (3) The evaluation system mainly consisted of a pre-and post-test for the experimental and control group, and (4) the intervention outcomes were mainly focused on the positive development of career adaptability and career decision-making.DiscussionThe discussion offers recommendations for future research and practice in high school career interventions. (1) Social cognitive career theory should be given attention. (2) A three-tiered high school career development guidance model of career curriculum, career group counseling and individual counseling could be developed. (3) Career interventions should be shifted to mixed quantitative and qualitative studies, tracer studies, and special groups. (4) Outcome expectations should be given equal attention.

Remedial Teaching to Improve Performance Among Hearing-Impaired Pupils: Insights from Selected Public Primary Schools in Dar es Salaam, Tanzania

This study examines the impact of remedial teaching strategies on the academic performance of hearing-impaired pupils in four public primary schools in Dar es Salaam, Tanzania. The research focuses on three key strategies: sign language demonstration, teaching media applications, and exploration-based learning methods. Utilizing a mixed-methods approach, data were collected from 124 participants, including pupils, teachers, school heads, and parents. The findings reveal that while remedial teaching significantly improves engagement, retention, and academic performance, systemic challenges such as resource shortages, insufficient teacher training, and low parental involvement hinder its full potential. Drawing on Cognitive Development Theory, Vygotsky's Zone of Proximal Development, and Human Capital Theory, this study offers theoretical insights and practical recommendations. Key interventions include enhanced teacher training, resource investment, and greater parental engagement to ensure inclusive and equitable education for hearing-impaired pupils.

The exploration of continuous teaching intention in emerging-technology environments through perceived cognitive load, usability, and teacher’s attitudes

AbstractAccording to the theoretical frameworks and teaching practice, the constructs of the Technology acceptance model - TAM and the Cognitive load theory - CLT are in a close cause-and-effect relationship, and gaining insights into this issue is essential for educators. Our study aimed to examine continuous teaching intention (CTI) with emerging technologies (ET) through perceived usability (PUS), attitudes towards teaching (ATT) and perceived cognitive load (PCL) from the aspect of teachers’ perceptions. A survey research design using a cross-sectional survey technique was applied. The research involved 801 primary and lower secondary school teachers. Results showed that the TAM-CLT scale model is aligned and fits the overall sample well. In addition, teachers’ PUS can be a crucial factor in shaping ATT and CTI of ET because this construct positively influences these variables underlining the importance of designing user-friendly ET. However, our study reveals the lack of a significant negative relationship between teachers’ PCL and PUS, and the absence of mediation between PCL and CTI through PUS. These unexpected findings highlight the complexity of users’ experiences with ET and the need for a more nuanced understanding of the interplay between these constructs. One of the implications of our study refers to further investigation of the underlying mechanisms between PCL, PUS, and CTI. Other recommendations are stated in the discussion.

Analysis of Albert Bandura's Social Cognitive Theory and Its Development in Islamic Religious Education

This research aims to explain the concept of Albert Bandura's theory and its development in Islamic religious education. The research is motivated by many other learning theories that have not focused on the origin of behavior, especially those that come from outside a person. On the other hand, Albert Bandura, with the concept of self-efficacy and imitation, has discussed this in detail in his social cognitive theory. The method used is qualitative with the type of literature study or library research. The results of the study stated that Albert Bandura's theory is famous for its social learning theory that emphasizes cognition and evaluation. It includes modeling (live and symbolic) and self-efficacy, as well as research on the aggressive behavior of children who imitate aggression from adult models. In “Aggression: A Social Learning Analysis,” Bandura explains that aggression is learned through observation and reinforcement, as shown in the Bobo Doll experiment. Bandura's social cognitive theory emphasizes the function of self-regulation, learning in the social environment, visual and verbal learning outcomes, and the importance of imitation and role models, which requires educators, parents, and community leaders to be good examples. In Islamic Religious Education (PAI), Bandura's theory can be applied through the principles of modeling, self-efficacy, and mentoring. The Prophet is the ultimate role model, and the family should be the real example for children. PAI should teach the principles and resilience of faith to avoid the negative influence of the digital era with the guidance of parents and teachers so that the content absorbed by students is positive.

Social Determinants of Health and Desirable Financial Behaviors

The COVID-19 pandemic caused people to change their positive and negative financial behaviors. Social determinants of health (SDH) include several conditions in a person’s environment, e.g., economic stability, education access and quality, health care access and quality, neighborhood and built environment, and social and community context. This research aims to investigate how SDH is related to desirable financial behaviors while considering financial knowledge as the mediation variable, using data collected in 2021 during the COVID-19 pandemic. Social cognitive theory (SCT) was used to develop the theoretical framework. The results of this study indicate that economic stability, education access and quality, health care access and quality, and social and community context are positively associated with desirable financial behaviors. Further, financial knowledge plays a significant role in mediating the relationships between social determinants of health and desirable financial behaviors. This article provides implications on the effect of SDH on financial behaviors, underscoring the relevance of applying the SCT framework to examine the interplay between social factors and financial behaviors. The discussion and implication section of this study provides strategic direction to enhancing financial behaviors through the improvement of SDH and financial knowledge.

Research on the Construction Mechanism and Improvement Path of the Initiative of International Chinese Teachers' Online Teaching from the Perspective of Social Cognitive Theory

Driven by globalization and digitalization, international Chinese teaching is undergoing profound changes, and online teaching has become an important development trend. Based on social cognitive theory and grounded theory, this study uses a sample of 463 international Chinese teachers from 32 countries around the world to explore the construction mechanism and improvement path of teachers' online teaching initiative. The study found that: (1) International Chinese teachers' online teaching initiative presents a progressive construction model of "cognition-emotion-behavior", in which digital teaching cognition, cross-cultural teaching emotion and innovative teaching behavior constitute the core elements; (2) Teacher initiative is affected by individual factors (digital literacy, cultural adaptability), environmental factors (organizational support, technical infrastructure) and interactive factors (quality of teacher-student interaction, peer learning network); (3) Based on the three-way interaction of social cognitive theory, a "perception-adaptation-innovation" teacher initiative improvement model is constructed. This study is the first to integrate social cognitive theory with teacher initiative research, revealing the internal mechanism of international Chinese teachers' online teaching initiative, and providing theoretical guidance and practical paths for promoting the high-quality development of international Chinese education.

Effects of VR technical interaction and acceptance on rural cultural identity: The mediating role of embodied cognition and flow experience

With the development of digital media, an increasing number of new technologies are being used in cultural communication, and virtual reality (VR) technology for cultural communication has become a modern tool of transmission. To investigate the factors that influence rural cultural identity (RCI) through technical interaction (TI) and technology acceptance (TA) in VR in cultural communication, this study initially constructed a model of the influence path mediated by embodied cognition (EC) and flow experience (FE) based on compensatory media, technology acceptance, embodied cognition and flow experience theory. All participants had experienced some rural historical and cultural VR work and then completed a corresponding questionnaire. A total of 356 questionnaires were collected and analyzed using SPSS and SmartPLS software. The results indicated that the technological interaction and acceptance of VR influenced identification with rural culture through the mediating role of embodied cognition and flow experience. These findings provide a reference for strengthening audiences' embodied cognition and flow experience to promote their rural cultural identity. When VR technology is used to communicate culture, its technological interaction and acceptance can be improved to provide audiences with a better experience and perhaps influence the development of local tourism.

Identity‐Based Motivation and the Motivational Consequences of Difficulty

ABSTRACTDifficulty is an under‐appreciated but powerful motivational force. As outlined by identity‐based motivation (IBM) theory, a social cognition theory of self, self‐regulation, and goal pursuit, people prefer to act (action‐readiness) and understand their experiences (procedural‐readiness) in ways that fit who they are (identity‐congruence). IBM also predicts that experienced identity congruence is context‐sensitive—though experienced as stable anchors, people's identities are dynamically constructed in context. Contexts shape which identities come to mind, what these on‐the‐mind identities imply for action, and what people infer when thinking about a task, goal, or life feels hard. People can draw two inferences (termed difficulty‐as‐importance and difficulty‐as‐impossibility) when a task or goal feels hard to think about and a third (termed difficulty‐as‐improvement) when their life feels hard to think about. IBM predicts, and studies support, a bidirectional relationship among these three components (action‐readiness, procedural‐readiness, and dynamic construction). Situations shape the identities that are on the mind and feel relevant (dynamic construction) and the inferences people draw from difficulty (procedural readiness). On‐the‐mind and context‐relevant identities shape inferences from difficulty. Inferences from difficulty affect identity and action—when applying a difficulty‐as‐importance lens, people feel more certain of attaining their self‐relevant goals. They perform better and find engaging a “me” thing to do—“no pain, no gain”. When applying a difficulty‐as‐impossibility lens, people find engaging a waste of their time and unlikely to yield self‐benefits unless an easy means to goal attainment exists—“cut your losses”. They focus on their virtuous character traits and prefer effortful means to attain self‐relevant goals when applying a difficulty‐as‐improvement lens—“the high road”. Difficulty can be a green light of importance signaling you to get going, a detour sign of impossibility signaling you to shift to something else, or angel wings pointing you to the effortful route.

Community Group-Based Physical Activity Programs for Immigrant Older Adults: A Systematic Realist Review.

Physical activity program interventions often lack sensitivity to the needs of older immigrant adults. The objective of this systematic realist review is to explain how, why, for whom, and under which circumstances community group-based physical activity programs work for immigrant older adults. The initial program theory was developed using prior research, team expertise, social cognitive theory, and knowledge user consultations. The program theory was tested and refined via a systematic review of the literature. Database searches were conducted in MEDLINE, EMBASE, CINAHL, Scopus, Cochrane Library, Sports Medicine and Education Index, and SPORTDiscus. A total of 22 sources of evidence met inclusion criteria and included intervention studies, systematic reviews, and a discussion paper. Intervention studies were appraised using the Mixed Methods Appraisal Tool. The final program theory constituted eight context-mechanism-outcome configurations that highlight the importance of facilitator characteristics, access to safe spaces, group dynamics, and social support. A limitation was the small number and variable quality of included evidence. Physical activity programs that target immigrant older adults must strengthen physical and psychological safety and maximize opportunities for role modeling and socialization. This research was supported by the Alberta Health Services Seniors Health Strategic Clinical Network and is registered in PROSPERO (ID#258179).

Sustainable pavement maintenance and rehabilitation planning using the quantum cognitive trust network

Selecting appropriate pavement maintenance strategies can enhance resource efficiency, reduce environmental pollution, prolong road lifespan, and improve societal sustainability. Currently, most models, which selecting pavement maintenance options, exhibit high subjectivity and low reliability. This study employs an innovative probabilistic linguistic multi-attribute decision-making model basing on the quantum cognitive theory. Therefore, the model focuses on expert decision-making groups for pavement maintenance strategies. It considers the trust networks within the decision-making process, as well as the sequential and interference effects arising from experts' belief biases and behavioral interactions. By doing so, it facilitates a more scientific selection of optimal strategies among multiple maintenance options. The proposed method has been validated through practical case studies of road segments, and its scientific validity and effectiveness have been further corroborated through sensitivity analysis.

Feasibility and effectiveness of cardiac telerehabilitation for older adults with coronary heart disease: A pilot randomized controlled trial.

Cardiac rehabilitation is a beneficial multidisciplinary treatment of exercise promotion, patient education, risk factor management, and psychosocial counseling for people with coronary heart disease (CHD) that is underutilized due to substantial disparities in access, referral, and participation. Empirical studies suggest that cardiac telerehabilitation (CTR) have safety and efficacy comparable to traditional in-person cardiac rehabilitation, however, older adults are under-reported with effectiveness, feasibility, and usability remains unclear. The study randomized 43 older adults (84% males) to the 12-week CTR intervention or standard of care. Guided by Social Cognitive Theory, participants received individualized in-person assessment and e-coaching sessions, followed by CTR usage at home. Data were collected at baseline (T0), six-week (T1), and 12-week (T2). Participants in the CTR intervention group showed significant improvement in daily steps (T1: β=4126.58, p=0.001; T2: β=5285, p=0.01) and health-promoting lifestyle profile (T1: β=23.26, p<0.001; T2: β=12.18, p=0.008) across study endpoints. Twenty participants completed the intervention, with 40% used the website for data-uploading or experiential learning, 90% used the pedometer for tele-monitoring. Improving awareness of rehabilitation and an action focus were considered key facilitators while physical discomforts and difficulties in using the technology were described as the main barriers. The CTR is feasible, safe and effective in improving physical activity and healthy behaviors in older adults with CHD. Considering the variation in individual cardiovascular risk factors, full-scale RCT with a larger sample is needed to determine the effect of CTR on psychological symptoms, body weight and blood pressure, and quality of life.

Adaptive methods for bedside teaching: Integrating cognitive apprenticeship model and social cognitive theory to elevate workplace learning

Adaptive methods for bedside teaching: Integrating cognitive apprenticeship model and social cognitive theory to elevate workplace learning

Research on Relationship Between Image Perception, Place Attachment and Tourists' Pro-environment Behavior

Ice and snow tourism, as a special way of tourism, is booming with the continuous development and utilization of ice and snow tourism resources in the world. China is rich in ice and snow tourism resources. In recent years, the ice and snow tourism industry has developed rapidly. However, problems such as ecological destruction and over-exploitation of resources have become increasingly prominent. In this context, pro-environment behavior has become an important means to alleviate the environmental pressure of ice and snow tourism destinations; At the same time, research on the relationship between the perceived image of ice and snow tourism destination, place attachment and tourists' pro-environment behavior has important theoretical value and practical significance for promoting the sustainable development of ice and snow tourism, enhancing tourists' environmental awareness and responsibility, and improving the image and attractiveness of ice and snow tourism destination. Based on the cognitive affective theory, place attachment, etc., and on the basis of literature research, this thesis proposes several hypotheses, constructs conceptual models, develops or cites corresponding measurement scales for the relationship among the four variables of cognitive image, emotional image, place attachment and pro-environment behavior, and takes Chongli Ski Resort as a case for empirical research. Using questionnaire survey data, the structural equation model of 264 valid questionnaires was analyzed to suggest the influence mechanism of cognitive image, emotional image and place attachment on tourists' pro-environment behavior. The findings are as follows: (1) Cognitive image has significant positive effects on affective image, place attachment and pro-environment behavior, and affective image and place attachment can mediate this process; (2) Emotional image has a significant positive impact on place attachment and pro-environment behavior, and place attachment can be used as a mediator to have a positive impact on them; (3) Place attachment has a significant positive effect on pro-environment behavior. As an emotional bond, it connects the emotional connection between tourists and tourist destinations. Accordingly, this study also puts forward the strategy to promote the tourists' pro-environment behavior in Chongli ski Resort in order to promote the sustainable development of ice and snow tourism. Including: (1) to enhance the attractiveness of ice and snow tourism; (2) Enhance the emotional connection between places and tourists; (3) Strengthen environmental awareness education. It is hoped that this study will have some reference value for the improvement of pro-environment behavior of tourists in other similar ice and snow tourism destinations.

Learning from interactive video: the influence of self-explanations, navigation, and cognitive load

AbstractRecent research has shown that enhancing instructional videos with questions, such as self-explanation prompts, and thus shifting the process from receptive to constructive learning, is beneficial to learning. However, the inclusion of questions is often confounded with the implementation of learner pacing through navigation features. Furthermore, previous studies have often not controlled for learning time. To address these shortcomings, an experiment (N = 128) was conducted. Participants watched an instructional video about cloud formation and lightning, with learning time controlled. In a 2 × 2 between-subjects design, navigation features (learner pacing vs. system pacing) and self-explanation prompts (prompts vs. no prompts) were manipulated. The results showed no effects of navigation features and self-explanation prompts on learning performance. While navigation features did not affect cognitive load, self-explanation prompts increased both intrinsic and extraneous cognitive load. Overall, the quality of responses to prompts was low but positively related to comprehension. The results are discussed in terms of the Interactive-Constructive-Active-Passive framework and Cognitive Load Theory. They highlight the importance of boundary conditions when investigating the effects of interactive features in instructional videos.

Leveraging digital marketing for health behavior change: A model for engaging patients through pharmacies

Leveraging digital marketing for health behavior change can significantly enhance patient engagement, especially when deployed through pharmacies. Pharmacies play a pivotal role in public health by serving as accessible points of care where patients can receive critical health information and support for managing various conditions. This paper examines the intersection of behavioral theories, such as the Health Belief Model and Social Cognitive Theory, with digital marketing strategies tailored for health engagement. It discusses how pharmacies can effectively use targeted content, social media outreach, and personalized messaging to influence health behaviors. Through a pharmacy-centered approach, digital initiatives like mobile applications, loyalty programs, and telehealth promotions offer new avenues for reaching patients and encouraging proactive health decisions. However, challenges such as data privacy concerns, the risk of misinformation, and regulatory compliance pose barriers to successful implementation. To address these issues, this paper presents recommendations that include secure data practices, evidence-based content, and inclusive digital solutions. Ultimately, by combining theoretical insights with practical digital marketing strategies, pharmacies can foster healthier behaviors, improve patient outcomes, and support broader public health goals.