Task Engagement Research Articles (Page 1)

Sustained attention, the ability to focus on a stimulus or task over extended periods, is crucial for higher level cognition, and is impaired across multiple neuropsychiatric and neurodevelopmental disorders, including attention-deficit/hyperactivity disorder, schizophrenia, and depression. The rodent continuous performance test (rCPT) is a translational task that can be used to investigate the cellular mechanisms underlying sustained attention. Electrophysiological single unit and local field potential (LFPs) recordings reflect changes in neural activity in the prelimbic cortex (PrL) in mice performing sustained attention tasks. While evidence linking PrL neuronal activity to sustained attention is compelling, most studies have focused on single-cell activity surrounding behavioral responses, overlooking population-level dynamics across entire sessions that could offer additional insight into fluctuations in attention during task performance. Here, we used in vivo endoscopic calcium imaging to record patterns of neuronal activity in PrL neurons using the genetically encoded calcium sensor GCaMP6f in mice performing the rCPT at three timepoints characterized by differing levels of cognitive demand and task proficiency. We analyzed single-cell activity surrounding behavioral responses and population-level dynamics across sessions to determine how PrL neuronal activity evolves with sustained attention performance. A higher proportion of PrL neurons were recruited during correct responses in sessions requiring high task proficiency. Moreover, during rCPT sessions, mice intercalated responsive-engaged periods with non-responsive-disengaged periods. Applying a Hidden Markov Model (HMM) with two states to global PrL activity, we found neuronal states associated with task engagement. These states are characterized by different levels of correlated neuronal activity within PrL neurons. Overall, these findings illustrate that task proficiency, and task engagement differentially recruit activity in PrL neurons during a sustained attention task.

This study investigates the perceptions and challenges experienced by Saudi English as a Foreign Language (EFL) learners when using AI-powered chatbots to enhance their writing macro skills. A three-part questionnaire was administered to 206 EFL students at Qassim University to explore their views on the usefulness, motivational impact, and difficulties associated with these tools. The findings indicate that students perceive AI chatbots as highly beneficial for improving organizational and structural aspects of writing, such as essay structure, paragraph transitions, and idea development. However, perceptions were more moderate regarding their effectiveness in enhancing deeper analytical elements like argument coherence and critical thinking. Furthermore, the results displayed that while chatbots serve as a motivational tool for task engagement, their capacity to foster intrinsic motivation for critical analysis was limited. Significant challenges identified include generic feedback, suggestions misaligned with intended style or structure, and concerns about over-reliance and the suppression of personal voice. Qualitative analysis emphasized these issues, disclosing fears of dependency, superficial feedback, and a potential loss of authorial voice. The study concludes that while AI chatbots are valuable supplementary tools for developing writing macro skills, their integration requires careful pedagogical design to address their limitations and ethical considerations. Educators are recommended to promote critical AI literacy and design activities that encourage students to evaluate and refine AI-generated suggestions, thereby making sure that these tools support rather than hinder the development of independent writing skills.

Background: The autonomic nervous system dynamically adjusts cardiac regulation during cognitive challenges, reflecting the interplay between sympathetic and parasympathetic branches to support task performance. Objective: To investigate within-subject changes in heart rate variability (HRV) in healthy individuals transitioning from eyes-open resting baseline to performance of a visuo-spatial working memory task (VSWMT) with increasing cognitive demand. Methods: Thirty healthy control participants completed five-minute ECG recordings during eyes-open resting conditions and during VSWMT. HRV analysis included time-domain measures (SDNN, RMSSD, pNN50) and frequency-domain metrics (LF power, HF power, LF/HF ratio). Statistical analyses compared HRV indices between resting and task conditions within subjects. Results: Compared to baseline, controls exhibited significant increases in time-domain HRV parameter, SDNN, indicating enhanced parasympathetic modulation and greater beat-to-beat variability during task engagement. Frequency-domain analysis showed significant elevations in both LF and HF power (p < 0.05), with a stable LF/HF ratio, reflecting balanced sympathetic and parasympathetic activation. Total power of HRV increased significantly, supporting the notion of increased autonomic flexibility and adaptive regulation during cognitive load. Conclusion: Healthy individuals display robust autonomic modulation characterized by increased variability and balanced autonomic activity during visuo-spatial working memory demands. These physiological adaptations likely facilitate optimal cognitive function and resilience to stress during challenging mental tasks.

English speaking fluency is a vital communication skill for engineering students, especially in the context of increasing global collaboration and the internationalization of higher education. However, many engineering students face persistent challenges in oral communication due to a lack of confidence, limited exposure to authentic speaking environments, and traditional language teaching methods that prioritize passive learning. This study explores the effectiveness of Problem-Based Learning (PBL) as an instructional approach to enhance English speaking fluency among engineering students. PBL is rooted in constructivist learning theory and emphasizes collaborative, learner-centered activities that simulate real-world problem-solving scenarios. Through a quasi-experimental research design, two groups of engineering students at a public university in Indonesia were observed over one academic semester. The experimental group engaged in PBL-driven English speaking sessions, while the control group received conventional speaking instruction. Pre- and post-intervention assessments, alongside qualitative data from classroom observations and student reflections, were analyzed to measure improvements in fluency, coherence, and language complexity. The results revealed that the PBL group demonstrated significantly higher gains in speaking fluency compared to the control group. Moreover, students reported increased motivation, reduced speaking anxiety, and greater engagement in communicative tasks. These findings suggest that integrating PBL into English for Specific Purposes (ESP) instruction can provide engineering students with meaningful opportunities to practice language in contextually rich and cognitively engaging environments. This research contributes to the growing body of literature on innovative pedagogy in language education and offers practical implications for curriculum designers, language instructors, and policymakers aiming to improve communicative competence in STEM fields. Future studies are recommended to examine long-term impacts and scalability across diverse educational settings.

Introduction Electroencephalography (EEG)-based mental stress detection has the potential to be applied in diverse real-world scenarios, including workplace safety, mental health monitoring, and human–computer interaction. However, most previous passive brain–computer interface (BCI) studies have employed EEG recorded during the performance of specific tasks, making the classification results susceptible to task engagement effects rather than reflecting stress alone. To address this limitation, we introduce a rest-versus-rest paradigm that compares resting EEG recorded immediately after exposure to a stressor with that recorded after meditation, thereby isolating mental stress from the task-related confounds. EEG recording setups were designed under the assumption of bilateral ear-EEG, a compact and discreet form factor suitable for real-world applications. Furthermore, we developed a novel subject-independent deep learning classifier tailored to model interhemispheric neural dynamics for enhanced mental stress detection performance. Methods Thirty-two adults participated in the experiment. To classify mental stress status in a subject-independent manner, we proposed DeepAttNet, a deep learning model based on cross-attention and pointwise temporal compression, specifically designed to effectively capture left and right hemispherical interactions. Classification performance was assessed using eight-fold subject-level cross-validation against conventional deep learning models, including EEGNet, ShallowConvNet, DeepConvNet, and TSception. Ablation studies evaluated the impact of the cross-attention and/or pointwise compression modules. Results DeepAttNet achieved the highest average accuracy and macro-F1 values, with performance declining when either the cross-attention or pointwise compression module was removed in the ablation studies. Explainability analyses indicated lower cross-attention entropy with stronger directional ear-to-ear asymmetry under stress, and temporal occlusion identified mid–late windows supporting stress decisions. Moreover, six of seven canonical scalp-EEG markers were FDR-significant for post-stressor vs. post-relaxation rest. Conclusion The proposed rest-versus-rest paradigm and DeepAttNet enabled robust, subject-independent mental stress detection with a fairly high accuracy using only two-channel EEG recordings. This approach is expected to offer a practical solution for continuous stress monitoring, potentially advancing passive BCI applications outside laboratory settings.

Immersive embodiment holds great promise for motor skill acquisition, however the design and effect of real-time visual guidance across perspectives and body representations remain underexplored. This study introduces a puppet-inspired visual feedback framework that uses continuous visual linkages - line, color, and thickness cues - to externalize spatial deviation and scaffold embodied learning. To evaluate its effectiveness, we conducted a controlled virtual reality experiment (N = 40) involving gesture imitation tasks with fine (sign language) and gross (aviation marshalling) motor components, under first- and third-person viewpoints. Results showed that color-based guidance significantly improved imitation accuracy, short-term learning, and perceived embodiment, especially in finger-based and first-person settings. Subjective assessments (NASA-TLX, Motivation, IPQ, Embodiment) confirmed improvements in presence, agency, and task engagement.

Learner engagement in comprehension-based and production-based tasks: Insights from young learners through an ecological perspective

TBLT and peer interaction beyond the traditional classroom: Exploring task engagement and its relationships with learners’ socioeconomic status

Purpose: This study investigated the effects of a function-based intervention on reducing self-stimulatory behavior and increasing active task engagement in elementary students with autism spectrum disorder. Method: Three elementary students with autism spectrum disorder enrolled in a special school participated in the study. Functional behavioral assessments including indirect assessment, direct observation, and functional analysis were conducted and the function-based intervention was implemented based on the assessment results. The effects of the intervention were evaluated using a multiple baseline across participants design. Results: After implementing the intervention, all participants showed decreased self-stimulatory behavior and increased active task engagement. These effects were maintained after the withdrawal of the intervention, and the effects were generalized to another setting in which the intervention was not provided. Conclusion: The function-based intervention was effective in reducing self-stimulatory behavior and increasing active task engagement in elementary students with autism spectrum disorder, and the maintenance and generalization of the effects were found.

Modulation of speed-dependent acetylcholine release in the hippocampus by spatial task engagement.

Recent studies suggest that eye movements during tasks reflect cognitive processes and that analysis of eye movements using eye-tracking devices can identify developmental impairments in young children. Maintaining engagement during eye-tracking assessments in young children is challenging and often results in data loss due to distractions. This leads to incomplete recordings and repeated measurements, which can be taxing for young children. Gamification of eye-tracking procedures for cognitive diagnosis might increase engagement and help mitigate these problems, but its effects should be studied and quantified. This study compares a standard eye-tracking test battery designed by us with a gamified cartoon version to evaluate the effectiveness of gamification in reducing data loss. The gamified test incorporated child-friendly visuals to provide context for the stimuli presented. The study has two objectives: (1) to compare the data quality between the two versions of the test and (2) to investigate whether, by applying a dynamic stopping criterion to both tests, the higher data quality of the gamified procedure allows earlier test termination. Data were collected in a cohort of 25 children born preterm aged 5 years. We measured data quality using a metric derived from robustness, which we defined as the lost data index (LDI), along with task completion rates and feedback from participants. Data analyses were performed as follows: (1) direct comparison of the LDI for the two tests and (2) demonstrating that, although the base gamified test is longer, applying a stopping criterion results in comparable durations. The stopping criterion was based on the number of tasks with an LDI value below a predefined threshold. The gamified version demonstrated a significant reduction in average LDI compared with the standard version in the first (P<.001, Mann-Whitney U test) and second (P=.01, U test) quarters of the test. In addition, a lower rate of missing values, concentrated at the beginning of the tests, allowed the cartoon test to be stopped after fewer tasks. This, together with the longer tasks of the cartoon test, resulted in comparable test lengths for all thresholds measured by area under the curve (P=.50, U test) and at the chosen threshold of 0.2 LDI (P=.21, U test). Increased engagement was further supported by positive feedback, with 79% (11/14) of the participants who provided feedback preferring the gamified version. These findings highlight the potential of serious games in eye-tracking-based cognitive assessments for 5-year-old children born preterm. Specifically, gamification might reduce missing values and increase participant engagement, leading to higher retention rates and more effective tests, without significantly lengthening testing procedures.

Explicit motor sequence learning (ESL) consolidation manifests as skill improvements during rest periods that last minutes or longer. However, recent evidence suggests that ESL improvements also occur during inter-trial rest periods that last seconds (micro offline gains; MOGS). While indirect evidence supports that MOGS is a phenomenon tied to brief periods of wakeful rest, this hypothesis has never been directly tested. Prior studies suggest that MOGS and sequence learning in general rely on associative memory processes that link sequence elements across time and space. However, evidence supporting this hypothesis in healthy humans is lacking. We reasoned that if wakeful rest during inter-trial ESL periods is necessary for MOGS, replacing these periods with an engaging task should degrade MOGS. Additionally, we explored whether associative processes support MOGS, predicting that associative memory encoding during inter-trial periods would further degrade MOGS. To this end, we compared the performance of three groups that differed only in whether inter-trial periods included no task (REST), an associative encoding task (ENC), or a semantic judgment task (SEM). We identified no significant group differences in ESL or MOGS, which were confirmed by Bayesian analyses. These results are consistent with the notion that MOGS capture inter-trial performance changes rather than a rapid form of consolidation that requires rest or depends on associative memory processes.

Abstract The effects of a classroom-focused intervention using a print referencing technique with shared e-book reading on a whiteboard is examined on different domains of early literacy. The goals of this study were to examine whether the impact of a print referencing embedded reading tool on learning capacities will be different for children varying in executive control functioning. Print knowledge, including phonics, and phonological awareness increase after the print referencing e-book interventions compared to the control conditions with a large effect size. Print referencing did not hinder children in learning new words, but enhanced vocabulary to the same extent as e-books normally do in kindergarten. Print referencing especially supports children with low regulatory skills to learn printed matters and to increase phonological awareness and remarkably, enhances vocabulary much better than reading without referring to print. The findings indicate that print referencing is a highly beneficial method to enhance all essential early literacy skills at the same time. It increases engagement in learning tasks, which potentially supports school achievement. The learning tool is particularly efficient for a tailor-made educational setting and will contribute to less workload for teachers.

This study evaluates the effects of digital minimalism versus digital tool-assisted learning on the vocabulary retention of EFL students in the higher education context. It explores vocabulary acquisition using technology avoidance learning strategies as well as technology-assisted ones to inform the effectiveness of both means and identify the helpful learning strategies in boosting vocabulary acquisition. A quasi-experimental mixed methods design was adopted, and 87 participants were placed in either the digital tools or digital minimalism group. Pre-and post-tests with the given vocabulary items were conducted to assess the results, and qualitative data collection subsequently assisted researchers in recording learner experiences. The digital tools group performed better in post-test evaluation as their interactive digital tools provided comprehensive feedback and better learning outcomes. The digital minimalism approach produced students who demonstrated better focus, fewer distractions and enhanced task engagement. The study reveals that while digital tools enhance learning participation, digital minimalism practices improve mental processing and sustainable education methods. The research results validate hybrid instruction frameworks and emphasize the need to control cognitive load when using technology-based systems. Further research is required to explore long-term retention and the role of student self-regulation to optimize digital learning methods.

Background Parental involvement in a child’s second language learning is important because it affects the process and outcomes. No research has been conducted in the Indonesian context on what roles parents play in their children’s motivation and task engagement. Methods This study aimed to develop and validate an instrument to measure how parents impact young learners’ motivation to learn English and to engage with tasks. Participants were 270 parents of fifth graders learning English at nine public and private schools in Padang. The instrument was developed by analysing the literature and existing tools and creating new items. After getting expert feedback and piloting the survey, we assessed its validity and reliability. Research questions examined factors affecting its effectiveness. Results The questionnaire was analysed through EFA and CFA via jamovi. EFA identified five dimensions: (1) parental involvement, (2) expectations, (3) access to resources, (4) enrichment and (5) extracurricular activities. The CFA fit indices (CFI = .945, TLI = .934, SRMR = .045, RMSEA = .059) confirmed the model’s suitability. The questionnaire showed strong validity and reliability, with measures exceeding.70, making it effective for gathering data on parental roles in Indonesian children’s learning of English. Conclusions This validation study offers an effective diagnostic tool for teachers, administrators, and policymakers to pinpoint the particular dimensions of parental involvement that affect children’s motivation and task engagement as they learn English. The findings highlight the critical role of recognising parents as active collaborators along the language learning journey. The study improves the theoretical understanding of the impact of parental behaviour in educational psychology and motivation studies. The findings are consistent with self-determination theory, providing a more nuanced perspective to explore how different forms of parental participation influence student motivation and task engagement in learning English.

Procrastination is a pervasive habit that undermines well-being, productivity, and mental health. Developing brief and scalable interventions to address this issue is crucial. Here, we tested the efficacy of an intervention grounded in the Temporal Decision Model of procrastination. Our intervention targeted state-level procrastination by simultaneously reducing task aversion and enhancing outcome utility. A total of 1,035 participants were randomly assigned to an experimental group or one of two control groups. The experimental group engaged in a structured activity that adapted an Affect Labeling technique with subtask generation/reward selection; the former stage aimed to reduce task aversion and the latter stage aimed to enhance outcome utility. Control groups responded to neutral or some task-related questions. Participants rated task aversion, outcome utility, mood, stress, motivation, and likelihood of completing the procrastinated task. Social desirability bias was measured and controlled for. The experimental group reported significantly higher task completion likelihood, greater outcome utility, improved mood, and a larger utility–aversion gap compared to control groups. Mediation analysis revealed that the utility–aversion gap and mood partially mediated the relationship between group assignment and task completion likelihood. These findings illustrate the potential effectiveness of a brief, low-effort intervention for reducing state procrastination. By enhancing outcome utility and employing structured strategies, this intervention suggests a scalable solution with potential applications in digital platforms and workplace settings to improve task engagement and productivity.

Enhancing active engagement in post-stroke rehabilitation is critical for promoting neuroplasticity. Although adaptive feedback can optimize arousal to improve engagement, most approaches rely solely on motor or neural indicators, overlooking the integration of task-specific physical performance with neural adaptation. The purpose of this study is to validate the effectiveness of enhancing prefrontal cortex (PFC) neural activity through a closed-loop adaptive feedback system. In this study, a neuro- and motor-feedback (NMF) system is proposed. It utilizes functional near infrared spectroscopy (fNIRS) and tracking error to continuously monitor real-time neural activity and motor performance during a visual-motor task, and realizes online adaptive regulation of task difficulty through fuzzy logic controller. 10 healthy participants were recruited for a 5-day training program, during which each participant completed 15 task trials at both fixed and adaptive difficulty levels, serving as the control group and the NMF group. Compared to the control group, the NMF group showed increased tracking errors as well as heightened neural activity in the PFC and the sensorimotor cortex (SMC), in both single-task trial and after 5 days of training. Moreover, the NMF group exhibited significantly increased strength of brain functional connections between the PFC and sensorimotor areas after training compared to the control group. Our findings suggest that the proposed NMF system can enable online neural activity regulation in visual-motor tasks and achieve enhanced integration between cognitive and sensorimotor areas, with the potential to improve the rehabilitation training outcomes.

Adults with ADHD exhibit varied patterns of neurocognitive impairment, psychological comorbidities, and functional challenges. The current characterization of ADHD into three subgroups (inattentive, hyperactive/impulsive, and inattentive-hyperactive/impulsive) does not explain the heterogeneity of challenges experienced by this population. In this study, 259 adult patients [M age = 25.94; SD = 7.83; 78% Caucasian; 54% male] referred for an ADHD evaluation were investigated, and latent profile analysis was conducted. Behavioral, psychological, and neuropsychological functioning were considered to identify subgroups before and after the removal of those failing performance validity tests (PVTs). Initial analyses revealed four distinct classes: Neuropsychiatrically Distressed (Class 1), Relative Cognitive Inefficiencies only (Class 2), Relative Cognitive Inefficiencies with Preserved Vigilance (Class 3), and Neuropsychiatrically Resilient (Class 4). The likelihood of a patient receiving an ADHD diagnosis ranged from 80% (Class 2) to 61.6% (Class 3). Sufficient task engagement ranged from 98.0% (Class 4) to 59.3% (Class 1). After removing those who failed multiple PVTs, latent classes remained relatively stable. Identification of distinct subgroups of adult patients referred for an ADHD evaluation highlights the cognitive, emotional, and behavioral heterogeneity observed in adult ADHD. Recognition of this heterogeneity will facilitate case conceptualization and improve treatment recommendations.

In recent years, social media has increasingly been adopted as a supplementary tool in higher education, providing new pathways to strengthen learner participation, particularly in virtual classrooms. This study investigates students' experiences with the use of social media to support their engagement during the completion of a group project in the Appreciation of Ethics and Civilization course. The course requires substantial peer collaboration and interaction with instructors, yet many students faced challenges in coordinating face-to-face meetings due to limited opportunities for in-person engagement. These constraints often led to suboptimal teamwork, weak engagement, and poor project outcomes. Employing a qualitative case study approach, this research examined two student groups enrolled in the course, exploring how social media facilitated collaboration and engagement. Thematic analysis of student reflections and group interactions revealed three core dimensions of engagement: affective, behavioural, and cognitive. The findings highlight that social media platforms can serve as effective tools to foster meaningful student engagement in collaborative academic tasks. By identifying how different forms of engagement manifest in online settings, the study offers practical insights for educators aiming to design more inclusive and interactive learning environments. These insights are essential for preparing students for the collaborative and communicative demands of professional life, thereby supporting both their academic and personal development.

Surveys reported carsickness prevalence rates of 46% and 29% in adulthood, respectively, with NDRTs identified as influencing its onset and severity. With the shift toward automated driving increased engagement in non-driving related tasks (NDRTs) during car rides, a rise in the number of people affected by motion sickness is expected. Previous studies on car sickness during rides often used test tracks or predefined routes and focused on NDRTs like watching movies or playing games, although that surveys show texting, browsing, and reading are more common. To investigate motion sickness occurrence and the influence of NDRTs in a more realistic scenario a field study was conducted in which it was also possible to draw conclusions about the NDRTs actually carried out by motion sickness susceptible passengers. In total 25 participants took part in the study, including 16 females and 9 males. Ages ranged from 19 to 56 years (M = 37.64, SD = 10.86). The four-week study took place in the Stuttgart area, with participants instructed to follow their usual passenger behavior without specific restrictions. Using the customized "Kinetose App," participants completed a short questionnaire on personal factors at the start of each ride and manually reported symptoms and NDRTs as soon as they felt unwell. In total, 277 trips were recorded and analyzed. Carsickness occurred in 210 rides, with an average onset time of 8.85 minutes (SD = 8.1). Common NDRTs included talking, looking out the window, and listening to music, followed by social media use and texting.