Use Of Technological Devices Research Articles

Electromagnetic fields exposure and neuropsychological effects in young people

Abstract Background In recent years, there has been a large increase in the use of communication/connected devices and technologies. This raises a question about radiofrequency electromagnetic fields (RF-EMF) exposure levels and neuropsychological effects of RF-EMF in young people. The aim of this study was to assess the pattern of use of communication/connected devices and technologies and its impact on cognition and mental health of early school age children in Poland. Methods The study population consists of 293 children from Polish Mother and Child Cohort (REPRO_PL). The study was based on questionnaire data covering type and duration of usage of communication/connected devices and technologies by mothers during pregnancy and children at age of 7 years. The environmental exposure to RF-EMF was also taken into account. Based on such data RF-EMF exposure was assessed. Child emotional and behavioral assessment was done by Strengths and Difficulties Questionnaire whereas IQ and psychomotor development of children was performed by psychologist using Intelligence and Development Scales. Results About 75% of young people used smartphones (2% for voice calls and 7% for Internet browsing at least one hour per day). Tablet or laptop use was declared by 59% and 56% of respondents, respectively. More than 10% declared that they use these devices at least one hour a day. The main factors determining the use of new technology devices were parental age and education (p < 0.05) and the age at which youth started school education (p = 0.06). In multivariable regression model higher level of RF-EMF was associated with total difficulties and emotional problems (p < 0.05). Conclusions This study presents the pattern of use of new technology devices by early school age children in Poland and the association between the exposure to RF-EMF and child mental health. Key messages • The use of communication/connected devices and technologies is common among young people in Poland. • The exposure to RF-EMF can increase mental health problems among young people.

The Impact of Perception-Action Training Devices on Quickness and Reaction Time in Female Volleyball Players.

The objective of this study was to examine the effect of a training program utilizing action perception technology (PAD) tools on improving the motor reaction times and neuromuscular capabilities of the upper and lower limbs compared to a traditional training program. Twenty-four female volleyball players competing in the Italian national championship were randomized into two groups of 12 athletes each: an experimental group (EG) and a control group (CG). A preliminary analysis confirmed the absence of significant differences in age and anthropometric characteristics between the groups. All the players underwent an initial battery of tests (pre-test), including Reaction Time simple Upper and Lower Limb (RTsUL and RTsLL) and Tapping Upper and Lower Limb (TUL and TLL). During a 6-week training program, the experimental group used exercises with a technological system of illuminated disks, while the control group followed the traditional training methods without advanced technology. At the end of the program, both groups were subjected to final tests (post-test). The main results show that after 6 weeks, both groups improved their performance compared to the initial tests. However, EG achieved significantly better results than CG in every test, with significant reductions in average times (ip%) of -14.9% in RTsUL (DX = -0.072 s, t = 23.2, p < 0.05, d = 6.7), -14.9% in RTsLL (DX = -0.091 s, t = 44.0, p < 0.05, d = 12.7), -10.6% in TUL (DX = -0.622 s, t = 42.0, p < 0.05, d = 12.1), and -10.7% in TLL (DX = -0.983 s, t = 43.1, p < 0.05, d = 12.4). The use of light-based perception-action technology devices in volleyball training has shown potential for significantly improving movement speed and reaction time. However, further research is needed to determine whether these improvements actually translate into enhanced overall performance in competitive contexts compared to the traditional training methods.

Diabetes technology in people with diabetes and advanced chronic kidney disease.

Diabetes is the leading cause and a common comorbidity of advanced chronic kidney disease. Glycaemic management in this population is challenging and characterised by frequent excursions of hypoglycaemia and hyperglycaemia. Current glucose monitoring tools, such as HbA1c, fructosamine and glycated albumin, have biases in this population and provide information only on mean glucose exposure. Revolutionary developments in glucose sensing and insulin delivery technology have occurred in the last decade. Newer factory-calibrated continuous glucose monitors provide real-time glucose data, with predictive alarms, allowing improved assessment of glucose excursions and preventive measures, particularly during and between dialysis sessions. Furthermore, integration of continuous glucose monitors and their predictive alerts with automated insulin delivery systems enables insulin administration to be decreased or stopped proactively, leading to improved glycaemic management and diminishing glycaemic fluctuations. While awaiting regulatory approval, emerging studies, expert real-world experience and clinical guidelines support the use of diabetes technology devices in people with diabetes and advanced chronic kidney disease.

Technostress: The impact of technology on Italian dermatologists' burnout

AbstractDermatologists' burnout is a growing phenomenon. During the last years, an important role on medical stress is played by the ever‐increasing use of common technological devices (smartphones, smartwatches, PCs and tablets). The aim of the study was to investigate whether digital technology use causes burnout among Italian dermatologists, using a survey conducted among a group of Italian dermatologists. The final sample contained 194 responses valid for analysis. A positive and significant relationship between technostress, assessed through Technostress Inventory and burnout, assessed through Maslach Burnout Inventory, among Italian dermatologists was found. Our data seems suggesting a close relationship between technostress and dermatologist burnout.

Early parent-child intervention with Dialogic Book-Sharing: effects on child communicative and socio-emotional development and on parenting. Study protocol for a multicentre randomised controlled trial in Italy

BackgroundResearch in the neurosciences has highlighted the importance of intersubjective relationships in promoting neuromental development of the child. Children’s learning in early childhood occurs mainly in a dyadic context of an interaction with their parents: from this perspective, good dialogic parent–child communication is required to be promoted also through good educational practices. Dialogic Book-Sharing (DBS), a dialogic form of parent–child communication through the use of wordless picture books, provides a privileged ‘intersubjective’ space and is highly effective in promoting communication, language, attention, behavioural development and the parent–child relationship. DBS programme, successfully previously trialled in South Africa and the UK, will be applied for the first time in Italy for research purposes in Italian health, educational and maternal-child centres.MethodsA multicentre randomised controlled trial is being conducted to evaluate DBS parenting intervention for children aged between 14 and 20 months. Parent–child dyads are randomly allocated to a book-sharing intervention group or to a wait-list control group. In the intervention, parents are trained in supportive book-sharing with their children by local staff of the centres. DBS intervention is carried out in small groups over a period of 4 weeks. Data are collected at baseline, post-intervention and at 6 months post-intervention with a questionnaire and video recording of parent–child interaction.DiscussionDBS programme in early childhood could enhance the educational resources offered by Italian health, educational and maternal-child centres, in support of child’s development and parenting. DBS represents a strategic opportunity for bringing about positive effects, also in terms of prevention of socio-emotional and cognitive difficulties. As such it represents a promising response to the new social, health and educational needs of the post-COVID-19 pandemic era caused by the social isolation measures. Furthermore, the application of the DBS methodology is a way to promote the use of books, and thereby counteract the excessive use of technological devices already present in early childhood.Trial registrationThe trial is registered on the International Standard Randomised Controlled Trial Number database, registration number ISRCTN11755019 Registered on 2 November 2023. This is version 1 of the protocol for the trial.

The Understanding of Psychological Challenges Facing South African School Learners In the 21st Century: A Visual Explanatory Approach

The 21st century has brought rapid social, technological, and economic changes that have reshaped the educational landscape worldwide. Within this context, South African school learners face a multifaceted psychological challenge that significantly impacts their well-being and educational outcomes. These challenges are shaped by the unique sociocultural context of South African societies marked by historical inequalities, cultural diversity, and socioeconomic disparities. Thus, this study aimed to explore the understanding of the psychological challenges facing South African learners in the 21st century through the visual explanatory research design. To develop effective interventions and support systems, the study employed a qualitative research approach from the interpretive paradigm perspective to explain the researched issue textually and visually through its participants’ perspectives. The research context and the participants were purposefully and conveniently selected from two secondary schools in the Kwa-Zulu Natal province of South Africa. Besides, the study utilised the focus group discussion and drawing as a visual explanatory approach to generate data. Further, thematic data analysis was used to assign codes and themes. The findings indicate that South African learners are negatively impacted by the psychological challenges that come with the advancement of technology in the 21st century. This study suggests that both parents and the teachers must understand that technology brought both pros and cons to young generations; thus, guidance and restrictions should be employed in the use of technological devices for the benefit and well-being of these learners.

Prevalence of phubbing behaviour in school and university students in Spain.

This study examined the prevalence of phubbing behavior among school and university students in Spain and analyzed the correlation of phubbing with other indicators of psychological well-being and mental health. The study sample comprised a total of 1,351 school and university students, with ages ranging from 12 to 21 years. The study used the Phubbing Scale (PS), the Compulsive Internet Use Scale (CIUS), the Rosenberg Self-Esteem Scale (RSE), and the Interpersonal Emotion Regulation Questionnaire (IERQ) for data collection. The results showed evidence of phubbing among approximately half of the students. Statistically significant differences were found based on gender and educational level in the Phone Obsession subscale and the PS total score, with male students and university students scoring higher in their respective parameters. In addition, phubbing was positively correlated with problematic internet use and negatively correlated with self-esteem. Phubbing behavior is highly prevalent among adolescents aged 12-21 years and is positively correlated with low self-esteem and problematic internet use. Developing strategies for addressing this widespread issue at early ages, particularly within the educational context, such as schools, is crucial for implementing preventive measures. The inappropriate use of technological devices, including smartphones, in schools has the potential to negatively affect students' well-being and ability to adapt to school.

Role of Sport Vision in Performance: Systematic Review.

Sport Vision is a speciality of multidisciplinary interest aimed at improving the performance of the visual system to achieve benefits in practiced sports, as well as in daily life and in preventive care. The type of training practiced by the athlete, his or her physical condition, cognitive level, and level of fatigue condition affects the speed of the reaction time and, consequently, the speed of motor response. Specific orthoptic exercises, the use of technological devices, the recovery of static and dynamic postural stability by using unstable platforms and the dual-task paradigm can help to achieve the expected results. The aim of this systematic review of Sport Vision was to assess the overall existing literature on Sport Vision, paying particular attention to the effects of visual training and its application in different sports and in rehabilitation and preventive settings. We analysed published English language studies about the role of sport vision in athletic performance from 1950 to 2023. We searched through the Medline database. The PRISMA 2020 checklist was used to assess the transparency and reproducibility of this review. The enrolled papers were evaluated with the Jadad Scale, Amstar 2 Scale and Newcastle-Ottawa Scale. 25 (16 studies, 5 reviews, 2 comments, 1 editorial, 1 descriptive paper) out of 476 studies met the inclusion criteria. Due to the variability in the age of the samples, the different techniques, the treatments among the participants in the studies and the finding of non-evaluable articles, a meta-analysis was not conducted. The limitations of this review are the single database research, the studies analyzed contain a non-statistically representative sample size and the lack of a control group. There is no standardized test to measure performance. It was shown that the development of visual skills can benefit athletes in injury prevention, and can lead to improved sports performance and motor function at any age, acquiring adaptive motor behaviour even when the visual system is impaired, due to task repetition and familiarity of the gesture. We intended to identify a multidisciplinary approach and a manual treatment scheme to optimize the circuitry involved in sport vision in order to increase the results that are achieved, but further studies will be needed to this end.

영재 사사과정에서 공학도구를 활용한 미적분 및 미분방정식 탐구 지도 사례

The purpose of this study is to present a year-long instructional case study of middle school mathematically gifted students in Science Gifted Education Center using technological devices to explore mathematical models based oncalculus and differential equation, and to draw implications for gifted education. In the classes conducted in this study, technological devices were used to compute expressions and visualize graphs. The use of technological devices reduced the amount of time spent on calculations and graphing, allowing more time for interpretation and discussion of models. As a result, students understood the calculus and differential equation models and interpreted the models in various ways using graphs based on abundant discussion time. The results of this study show that it is possible to explore calculus and differential equation models at the middle school level by using technological devices. Furthermore, visualization with technological devices provides opportunities for observation and discovery of mathematics and allows for plentiful discussion and interpretation by securing time for interaction among students, so there is a need for more active use of technological devices in gifted classes.

The Effectiveness of Online Learning as A Form of Critical Pedagogic Transformation: The Perceptions of ECCE Teachers and Parents

ABSTRACT: Regarding their competence, teachers must be able to improve their professional competence by utilizing technology and communication (ICT) by the demands of 21st-century competence. Furthermore, the nation's problems in the field of education and professionalism include several main problems that require more applicable and quality training for teachers and parents. This research aims to measure the perceptions of ECCE parents and teachers regarding the digital competence (use of technological devices and ability to access the internet) of online learning that they carry out, whether the learning is effective and able to measure children's competence or competence still needs to be improved to make it even better. The method that will be used in this research is quantitative research with a survey method in the form of a questionnaire. Participants are focused on ECCE teachers and parents who have early childhood children, especially kindergartens and elementary school grades 1 and 2 (aged 4 to 8 years). The results of the data analysis, of this research show that both parents and teachers feel face-to-face learning is more effective than online learning. This condition is supported by data that both parents and teachers feel obstacles and doubts that online learning can measure children's competence. Keywords: professional development, digital learning, digital competencies, technology in learning

Empowering Potential of the My Assistive Technology Guide: Exploring Experiences and User Perspectives.

The use of assistive technology (AT) devices enhances older adults' function in daily activities. However, the lack of awareness of AT among potential AT users has been identified as a major barrier to its adoption. This study aimed to assess the quality of the Mi Guía de Asistencia Tecnológica (MGAT) web app, which provides information on AT, from the perspective of older Latinos with physical disabilities, and to explore their experience using the MGAT. We employed a convergent parallel mixed-method design involving 12 older Latinos living in Puerto Rico. In Phase I, the researchers trained the participants in the use of the MGAT. In Phase II, participants were encouraged to use it for 30 days. In Phase III, the participants completed the User Mobile Application Rating Scale and individual interviews, analyzed with descriptive statistics and a directed thematic content analysis. The quality of the MGAT was rated high in both the objective (mean = 3.99; SD = 0.7) and subjective (mean = 4.13; SD = 1.1) domains. Qualitative data revealed the MGAT was accessible, usable, desirable, credible, useful, and valuable to increasing older Latinos' AT knowledge, function, and autonomy. The MGAT has the potential to increase AT awareness and adoption among older adults.

193 Beyond Independence: The Empowering Potential of an Assistive Technology Web App to Enrich the Lives of Older Latinos with Functional Disabilities

OBJECTIVES/GOALS: The use of assistive technology (AT) devices is known to improve older adults’ independence in daily activities. However, little is known about the impact of using an AT web app in older Latinos’ life. This study aims to evaluate the value and usefulness of the My Assistive Technology Guide web app among older Latinos with physical function disabilities. METHODS/STUDY POPULATION: We employed a convergent parallel mixed-method design with 12 community-living older Latinos from Puerto Rico. Researchers provided training in the use of My Assistive Technology Guide, a Spanish evidence-based web app with detailed information on 97 AT devices and videos of older people using them. Participants were encouraged to use it for 30 days. Afterward, we collected quantitative data using the subjective quality domain of the User Mobile Application Rating Scale (uMARS), followed by qualitative data through individual interviews. Quantitative data were analyzed with descriptive statistics and qualitative data with thematic content analysis. RESULTS/ANTICIPATED RESULTS: My Assistive Technology Guide web app received high ratings in the uMARS subjective quality domain (mean 4.5 [SD 0.5] out of 5), indicating that participants highly valued the usefulness of the web app. Qualitative data fell into four main categories: functional health, meaningful participation, autonomy, and personal growth. DISCUSSION/SIGNIFICANCE: The findings suggest that the AT knowledge provided by the My Assistive Technology Guide web app has the potential to enhance the quality of life of older Latinos in the face of the challenges posed by physical function disabilities as people age.

Determining materials and communication needs of students with visual impairments in mathematics tests: Case of university entrance exam in Türkiye

The study explored the perspectives of students with visual impairments regarding the practices of human readers in the mathematics tests of university entrance exams in Türkiye, focusing on communication difficulties and material preferences. This qualitative study used a case study design. The participants consisted of 20 students who participated in the transition to higher education exam between 2020 and 2022. A demographic survey was conducted first, followed by a semi-structured interview. Thematic coding was used to analyze data to capture the themes that emerged in the study. These themes were materials used in mathematical tests and communication with human readers. The study revealed that the human readers’ verbal and written communication skills in mathematics may affect the test performance of students with visual impairments. The study also highlighted that most students relied on low-tech devices due to the lack of knowledge and access to high-tech assistive technology devices. While they preferred using braille booklets and high-tech assistive technology devices, many students felt uncomfortable with these options due to their unfamiliarity. This research emphasizes the need for comprehensive training for human readers, especially in mathematical communication, to improve the overall test-taking experience for students with visual impairments. It also highlights the importance of providing adequate training in the use of high-tech assistive technology devices. In addition, collaboration between teachers of students with visual impairments and testing agencies can facilitate the development of more accessible test environments, ensuring equal opportunities for those with visual impairments.

Investigation of Digital Competence Levels of Online Learners

Purpose: This study aims to analyze the digital competence levels of online learners in terms of different variables. Design/Methodology/Approach: A total of 303 students participated in the study conducted with the cross-sectional screening model of the quantitative research method. The data were collected online via the "University Students Digital Competencies Scale". Findings: Students' digital competence levels show a significant difference according to the variables of gender, age, technology usage competence and duration of using technological devices. It was concluded that students with high technology use competence also have high problem-solving ability in virtual environments. It was determined that as the duration of students' use of technological devices increased, their level of content development in digital environments also increased. Highlights: Considering the finding that as the average daily usage time of students' technological devices increases, students' digital competence levels also increase, it is recommended to prepare more activities to increase the average daily usage time of students' technological devices in distance education environments, to organize synchronous meetings and asynchronous forum activities, and to develop educational policies to take into account the time students spend in the distance education environment and their completion rates in measurement and evaluation processes.

Economic Cost of Rehabilitation with Robotic and Virtual Reality Systems in People with Neurological Disorders: A Systematic Review.

Background: The prevalence of neurological disorders is increasing worldwide. In recent decades, the conventional rehabilitation for people with neurological disorders has been often reinforced with the use of technological devices (robots and virtual reality). The aim of this systematic review was to identify the evidence on the economic cost of rehabilitation with robotic and virtual reality devices for people with neurological disorders through a review of the scientific publications over the last 15 years. Methods: A systematic review was conducted on partial economic evaluations (cost description, cost analysis, description of costs and results) and complete (cost minimization, cost-effectiveness, cost utility and cost benefit) studies. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. The main data sources used were PubMed, Scopus and Web of Science (WOS). Studies published in English over the last 15 years were considered for inclusion in this review, regardless of the type of neurological disorder. The critical appraisal instrument from the Joanna Briggs Institute for economic evaluation and the Consolidated Health Economic Evaluation Reporting Standards (CHEERS) were used to analyse the methodological quality of all the included papers. Results: A total of 15 studies were included in this review. Ten papers were focused on robotics and five on virtual reality. Most of the studies were focused on people who experienced a stroke. The robotic device most frequently used in the papers included was InMotion® (Bionik Co., Watertown, MA, USA), and for those focused on virtual reality, all papers included used semi-immersive virtual reality systems, with commercial video game consoles (Nintendo Wii® (Nintendo Co., Ltd., Kyoto, Japan) and Kinect® (Microsoft Inc., Redmond, WA, USA)) being used the most. The included studies mainly presented cost minimization outcomes and a general description of costs per intervention, and there were disparities in terms of population, setting, device, protocol and the economic cost outcomes evaluated. Overall, the methodological quality of the included studies was of a moderate level. Conclusions: There is controversy about using robotics in people with neurological disorders in a rehabilitation context in terms of cost minimization, cost-effectiveness, cost utility and cost benefits. Semi-immersive virtual reality devices could involve savings (mainly derived from the low prices of the systems analysed and transportation services if they are applied through telerehabilitation programmes) compared to in-clinic interventions.

“Stalk Me to the End of Love”: Mutual Watching and Intimate Affections through the Use of Smartphones

“Stalk me to the end of love” is a speculative project of artistic investigation and social experimentation in the digital sphere that questions the way in which affective relationships occur when technological devices mediate them. The project proposes a hyper-surveillance space between equals (peer-to-peer watching) by creating a smartphone app. The app creates a random connection between two users who don’t know each other, allowing an unusual bond of communication and surveillance. In that sense, the main interest in this project is to question the construction of intimacy through the performative use of personal technological devices, as well as the way we are affected in our daily lives by constant and ubiquitous surveillance.

Predictive Factors for Difficulty in Simulation Methodology in Teacher Education

Background Simulation methodology in teacher education offers a wide range of practice opportunities in a controlled environment. However, even though not much has been written about the benefits of simulation in teacher training, even less has been said about the difficulties perceived by the participants in doing simulation. Method In this study we conducted an exploratory longitudinal study which includes 205 postgraduate participants scattered around the globe who took part in a computer mediated simulation in the years 2019 to 2022 as an assessment tool in a master’s degree for teacher education. Aside from the positive impact on learning, which has already been disseminated (autor1), some recurring difficulties have been identified and presented in this study. A mixed analysis is performed based on the triangulation between qualitative and quantitative approaches. The qualitative data were analysed using a qualitative content analysis method through an open question about participants’ perceptions post-treatment, video recordings and individual final reports. The quantitative data was gathered through a Likert-type questionnaire and analysed using statistical methods. Findings Findings indicate that (1) simulation entails several concerns about task overload and time consumption along with lack of understanding of what the simulation phases involve (learning focus vs performance focus); and (2) simulation can cause uneasiness and anxiety related to the use of technological devices and teamwork. Contributions Thus, these results have several implications for research, theory and practice when it comes to applying simulation as a pedagogical strategy.

Digital technologies on learning the english language: a study with brazilian students

Children have access to different technologies in their daily lives. Thought them they can access a vast variety of information, which sometimes is presented in a foreign language. The objective of this study is to analyse whether the frequency of use and the activities done by children in digital technologies can be associated with their performance in writing, reading, and listening in English. Therefore, this study has as a guiding question: How much interaction with digital technologies in everyday life can contribute to English language learning? This research an ex post facto descriptive study with a qualitative and quantitative approach. Participed in the study 59 speaking elementary age student. Data was collected through questionnaires with the student’s families, a proficiency activity based on the Cambridge Young Learners Pre A1 Starters test, and an individualized interview with the participants. Initially, we characterize the group of participating children and their use of technological devices. Among the results, it is highlighted that all participating children have access to a smartphone and identified a relationship between the time of use of smartphones and music devices with the acquisition of the English language. From the correlations, it was observed that both digital games in English, watching videos with subtitles and listening to music in English presented positive associations with foreign language learning. Thereby, it was observed that the frequency of use of some technologies and the amount of time children spend in specific activities can be associated with the child’s ability to read, write, and comprehend content in English.

Pengembangan Formative Sebagai Media Evaluasi Maharah al-Istima’ dan al-Qira’ah Siswa Kelas X MAN Kota Batu Malang

In the current digital era, technology plays a crucial role in supporting learning assessment methods. The use of technological devices in learning has become a major requirement in learning. In evaluating Arabic language lessons, a teacher is required to be able to present learning material questions in an innovative evaluation media to meet learning targets. This research aims to describe evaluation in Arabic language learning using formative media in evaluating listening and reading skills. The research employs a reseach and development ADDIE (Analysis, Design, Development, Implementation and Evaluation). Data collection involves literature review, documentation, and questionnaires distributed to 34 students. The results of this research found that formative evaluation media can support and make it easier for teachers to evaluate Arabic language learning, especially listening and reading skills. The media's advantages include diverse question types, audio-visual features, login functionality, scoring for each question item, and time limits for completion. With this conclusion, this media can be a solution for teachers in evaluating students' Arabic language skills. This research is still limited to evaluating listening and reading skills only, so suggestions for further research are to use this media to evaluate speaking and writing skills.

Fostering Motivation: Exploring the Impact of ICTs on the Learning of Students with Autism.

Currently, the use of digital tools has led to significant changes in the educational system, favouring equity and the inclusion of students with educational needs. In this context, students with autism spectrum disorder (ASD) benefit from using these electronic devices to improve their learning experience. This study focuses on conducting a bibliometric analysis of the impact of information and communication technologies on the learning of students with ASD, with the aim of addressing two research questions. Through the analysis of three databases (Scopus, Dialnet, and Web of Science), a total of 24 articles related to the subject were collected. The results show that the use of different technological devices has numerous benefits for these students. Among the most prominent are the use of augmented reality and educational robotics, mainly providing improvements in academic performance, motivation and improved retention of knowledge acquired in the classroom. In conclusion, the clear need to train teachers in digital competencies and to intensify efforts in this line of research in order to improve the education of students, as well as to enrich the knowledge available to the scientific community, is highlighted.