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These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2021, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year has been converted into a fully Virtual Conference as a result of the ongoing Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2021 received 358 submissions, from more than 40 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. 117 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2021. The proceedings were published by inScience Press. For the 2020 proceedings, see ED604955.]

The objective of the project presented in this paper is to stimulate and evaluate the executive function in Parkinson's patients. This project is being developed in partnership with the Coimbra Hospital and Universitary Centre and the private social solidarity institution CASPAE. It aims to answer specific needs identified in the neurology service during the medical appointments. A common test to assess executive function is the Trail Making Test (TMT). This test is done on paper during the medical appointments for the diagnosis and follow-up of patients with the executive function diminished, such as Parkinson's disease patients. The way the TMT is done poses some problems that led to the development of an application for smartphones and tablets, with Android OS. This application has two operating modes: "Appointment", and "Train". The "Appointment Mode" makes the realization, reading, and the organization of the tests results easier. The "Train Mode" allows that patients improve their executive function performing tests that are randomly generated on your own smartphone. [ABSTRACT FROM AUTHOR]

This study explored the effects of pedagogical approaches on Title I kindergarten students' executive function (EF) and academic achievement to test the hypothesis that children, especially those from low socioeconomic backgrounds, will benefit when purposeful play is incorporated into learning. Students in the play-based group generally had stronger EF health than children in the contemporary group per teacher reports and also had greater reading and math gains overall than students in the contemporary group even after controlling for higher mean scores at pretest. The greater the concern about students' EF skills, the lower a child's academic gains tended to be. The strength of the findings are powerful and support continued exploration of play-based pedagogy to increase children's positive outcomes.

Focus and involvement are very much important in Education. In today's world teaching and learning process has drifted to a new level, with the online mode of teaching, hence a student needs to be more responsible and attentive, but students with executive functioning weaknesses struggle to comprehend this new environment, as well as learn and apply new skills, especially attention and focus towards work is hampered. They may not be able to listen or focus on a learning module or video for an extended period of time because they are easily distracted. As a result, the student's ability to understand and cope independently is harmed. In order to draw conclusions about students' actual engagementin learning activities, teachers must be able to monitor students' behavior and identify valid cues. The regular methodology of online courses will not always be supportive to them, hence in this paper, an automated AI-enabled monitoring system is proposed. This system can identify the visible indicators of disengagement in learning and can be used to refocus students' attention back on the learning module/video. The system is integrated with a face detection module that plays or pauses the learning video and an eye frame detection module which when required will activate a Chatbot that interacts and engage the students with an interactive activity and bring them back to the learning temperament. [ABSTRACT FROM AUTHOR]