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This study compared two virtual reality (VR) interaction modes and assessed differences in characteristics, namely usability, emotional responses, flow experience, technology acceptance, activity effectiveness, preference, and satisfaction, aiming to gain insights for proposing design suggestions. The two types of VR interaction examined were freeform creativity, which enabled users to autonomously explore and create using the Gravity Sketch drawing program, and goal-directed training, which involved structured task completion by using a VR dumbbell exercise program developed with Unity. This study involved 33 participants and revealed three key findings. First, both VR modes exhibited excellent results in terms of flow experience, technology acceptance, preference, and satisfaction and evoked strong positive emotions. They also demonstrated shared VR advantages, including overcoming screen constraints and facilitating three-dimensional spatial activities. Second, compared with goal-directed training, freeform creativity elicited greater levels of pleasure, evoked more intense emotional responses, and demonstrated superior performance across related indicators. Third, in terms of usability, goal-directed training surpassed freeform creativity, particularly in overall responsiveness, simplicity, and clarity of information presentation, and learnability, underscoring the importance of enhancing usability for complex tasks in VR application design. These findings offer valuable insights for crafting more appealing, practical, and user-friendly VR systems in the future. [ABSTRACT FROM AUTHOR]

In the age of intelligence, information technology (IT) education has become the focus of attention in the education sector. However, traditional teaching methods fall short in motivating students and fostering higher-order thinking and have difficulty providing a personalized learning experience. Although AI chatbots can provide instant feedback as an innovative teaching tool, it is still challenging to fully enhance learner engagement. Based on this, this study developed a digital game-based AI chatbot system to enhance students' learning experience through digital game-based learning strategies. This study utilized a quasi-experimental design with the experimental group using a digital game-based AI chatbot and the control group using a traditional AI chatbot. A comparison was made between the two groups concerning student learning performance in IT courses, higher-order thinking (including problem-solving, computational thinking, and creativity), learning motivation, and flow experience. In addition, the behavioral patterns of high-achieving and low-achieving students in the experimental group were analyzed. The results showed that the experimental group was significantly better than the control group in academic performance, problem-solving, computational thinking, learning motivation, and flow experience, but there was no significant difference in creativity tendency. Behavioral pattern analysis showed that high-achieving students in the experimental group showed more systematic learning strategies, while low-achieving students relied more on immediate feedback and external help, but both high- and low-achieving groups were able to actively talk to the AI chatbot and actively explore problem-solving strategies in the digital game. Therefore, AI chatbots based on digital games can be effectively used in IT courses to help students construct knowledge and develop higher-order thinking. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the effect of a flow training program based on mindfulness applied to young and adult elite handball athletes. A quantitative, quasi-experimental, descriptive data analysis approach was carried out. The sample included 105 athletes (51 female and 54 male). The athletes were divided into two groups: (i) experimental (n = 53) and (ii) control (n = 52). The results of the repeated ANOVA indicated that the experimental group achieved significant improvements compared to the control group in decision making (n2p = 0.086), mental well-being (n2p = 0.045), dispositional flow state (n2p = 0.103), non-judgment (n2p = 0.040), refocusing (n2p = 0.052), and mindful traits in daily life (n2p = 0.058). A Pearson analysis demonstrated a positive correlation between dispositional flow state and mindfulness in sport and mental well-being. The correlation analysis also showed an inverse correlation between decision making and sense of control and mindful traits in daily life. The findings revealed that the program can be effective in decision making, mental well-being, dispositional flow state, mindfulness in sport, and mindful traits in daily lives of athletes. [ABSTRACT FROM AUTHOR]

This study explores the multifaceted factors influencing student learning motivations and educational outcomes. Utilizing a diverse student body from Franklin University Switzerland, the study emphasizes the impact of internal factors, such as the psychological state of flow and a self-reported love of learning, alongside GPA and student cohort influences like year of study, academic discipline, country of origin, and academic travel. Through a cross-sectional survey of 112 students, the study evaluates how these factors correlate with and diverge from each other and student GPAs, aiming to dissect the influences of intrinsic motivations, demographic variables, and educational experiences. Our analysis revealed significant correlations between students' self-reported love of learning, experiences of flow, and academic performance. Conversely, academic travel did not show a significant direct impact, suggesting that while such experiences are enriching, they do not necessarily translate into a greater love of learning, flow, or higher academic achievement in the short term. However, demographic factors, particularly discipline of study and country of origin, significantly influenced the students' love of learning, indicating varied motivational drives across different cultural and educational backgrounds. This study provides valuable insights for educational policymakers and institutions aiming to cultivate more engaging and fulfilling learning environments. Dataset: Underlying data: Mendeley Data: Love of Learning Survey. doi: 10.17632/xjsrpk5xv7.1, accessed on 19 April 2024. This project contains the underlying data file: Learning_Survey.xlsx (data file). Extended data: Learning_Questionnaire.doc (blank questionnaire file). Dataset License: Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC_BY 4.0). [ABSTRACT FROM AUTHOR]

High-performance concrete (HPC) is widely used in infrastructure for its durability and sustainability benefits. However, it faces challenges like autogenous shrinkage, leading to potential cracking and reduced durability. Fiber reinforcement offers a solution by mitigating shrinkage-induced stresses and enhancing concrete durability. In this sense, this study investigates the use of glass microfibers to mitigate autogenous shrinkage and early-age cracking in high-strength self-compacting concrete. Samples were prepared with two water-to-binder ratios (w/b): 0.25 and 0.32; and three glass microfiber contents: 0.20%, 0.25%, and 0.30 vol.%. The concrete mixtures were characterized in the fresh state for slump flow and in the hardened state for compressive strength, static, and dynamic Young's modulus. Unrestrained and restrained shrinkage tests were also conducted in the seven days-age. The findings revealed that glass microfibers reduced the workability in mixtures with lower slump flow values (w/b of 0.25), while less viscous mixtures (w/b of 0.32) exhibited a slight improvement. Compressive strength showed a proportional enhancement with increasing fiber contents in concretes with a w/b ratio of 0.32. A contrasting trend emerged in concretes with a w/b ratio of 0.25, wherein strength diminished as fiber additions increased. The modulus of elasticity improved with fiber additions only in the matrix with a w/b ratio of 0.25, showing no correlation with compressive strength results. In shrinkage tests, the addition of glass microfibers up to specific limits (0.20% for a w/b ratio of 0.25 and 0.25% for w/b of 0.32) demonstrated improvements in controlling concrete deformation in unrestrained shrinkage analyses. Concerning cracking reduction in restrained concrete specimens, the mixtures did not exhibit significant improvements in crack prevention. [ABSTRACT FROM AUTHOR]

The objective of this study was to analyse the correlations among the sports psychological profile, competitive anxiety, self-confidence and the flow state of young football players. Additionally, potential distinctions based on age category, competitive level and field position were explored. This study included 328 participants divided into two groups: Group 1, 14–15 year olds, and Group 2, 16–18 year olds (M = 15.85; SD = 1.44). Data were collected by using the Psychological Inventory of Sports Execution (IPED), the Revised Competitive State Anxiety Inventory-2 (CSAI-2R) and the Flow State Scale (FSS). The findings revealed positive associations between the sports psychological profile and self-confidence, as well as with the flow state. Conversely, competitive anxiety demonstrated negative relationships with the sports psychological profile, self-confidence and the state of flow. Moreover, superior scores were observed in the analysed variables for the older age category and higher competitive level, with no notable disparities based on field positions. These results underscore the interplay of psychological factors in the performance of football players and underline distinctions among players according to their category (age and level). This emphasises the importance of scrutinising these variables in athletes to comprehend their profiles and enable targeted interventions aimed at enhancing their psychological resources for competitive scenarios. [ABSTRACT FROM AUTHOR]