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Background: Autism spectrum disorder is a multifactorial phenomenon whose genetic, biological, environmental, and nutritional factors outline the heterogeneous phenotype of the disease. A limitation in social connections with others, stereotyped reactions, and specific interests and preferences characterize the behavioral manifestations of a person with autism. Also, weaknesses are found in emotional, cognitive, and metacognitive development, significantly burdening the individual’s quality of life. Lately, it has gained widespread acceptance that the gut microbiome and neurotransmission constitute two decisive etiological factors of autism both in the prenatal period and postnatally. This study aims to investigate data on the interaction between the quantitative and qualitative composition of the gut flora and neurotransmission in humans, as well as their influences on the appearance and progression of the symptoms of autism spectrum disorder. At the same time, it captures the role of digital technology in diagnosing and intervening in autism, which is mainly related to the individual subjects under study. Methods: The current research employs an exploratory review to provide a concise overview of the complex neuronal functions associated with neurotransmitter action and the homeostasis mechanisms that allow the brain and the human body to survive and perform optimally. Results: A review of 111 sources highlighted the connection of dietary habits with synthesizing and releasing neurotransmitters and their influence on the emergence of autism-related behaviors. Conclusions: The literature review’s findings revealed the importance and influence of nutritional factors on neurotransmission performance and behavioral, social, and cognitive development among individuals with autism. Moreover, it is noteworthy that combining a healthy lifestyle and the targeted use of digital tools can improve the intensity of autism symptoms.

The present study investigated the involvement of working memory deficits in the difficulty presented by individuals with dyslexia or/and dyscalculia to understand Physics. For this reason, it dealt with the working memory deficits in these individuals and with the type of difficulties they face in learning Physics. The study concluded that the deficits in Phonological loop, in visual-spatial sketchpad and central executive that cause difficulties in individuals with dyslexia or/and dyscalculia also cause a learning disability in physics, the dysphysics.

Students with learning disabilities often experience a complex range of internal and external challenges that can significantly impact their overall well-being and development. Internally, these students may grapple with intense feelings of anxiety, depression, and physical complaints, which can lead to social withdrawal and diminished self-esteem. They may also face higher rates of bullying and social rejection, further exacerbating their psychosocial difficulties and negatively affecting their sense of belonging and acceptance. These learners are more likely to exhibit attention problems, poor concentration, and a wide range of emotional difficulties, which can further hinder their ability to engage effectively in academic and social settings. Behaviorally, students with learning disabilities may exhibit issues like attention deficits and socialisation challenges, stemming from underlying processing difficulties and challenges in understanding social cues and norms. They may also experience feelings of anger, frustration, and even aggressive behaviours, often as a result of their negative experiences and struggles with academic demands. Emerging research suggests that executive function deficits can contribute to these students' complex relationship between temperament and psychological difficulties. Problems with executive functions, such as attention, planning, memory, and flexibility, can significantly impact their cognitive and social-emotional development. Early interventions, such as video games, mobile apps, or STEM-oriented approaches, are crucial for addressing these multifaceted challenges and supporting the holistic growth and well-being of students with learning disabilities

The holistic growth and psychological well-being of people with special needs and disabilities remain high on the priority agenda for sustainable and inclusive education. Digital well-being technologies and especially “smart technologies”, are ready to revolutionize mental health interventions by meeting trainees’ needs and providing them with more positive and transformative mental, emotional, and social experiences. Μeta-skills refer to a set of consciousness-raising competences that incorporate meta-cognitive, social–emotional, and motivational attributes, allowing individuals to intentionally achieve a state of optimal functioning. Although positive psychology and well-being technologies are considered promising intervention approaches, there is less knowledge regarding the effectiveness of such interventions among people with special needs and disabilities, especially in the crucial domain of meta-skills development. Thus, the current systematic review aims to examine positive psychology strategies as well as the synergy with well-being technologies in the development of metacognition, emotional intelligence, and motivation meta-skills in populations with special training needs and disabilities. The PRISMA methodology was utilized to answer the research questions. A total of forty-nine studies met the inclusion criteria. The results indicated that positive psychology strategies improved a wide range of meta-skills, including self-regulation, emotional control, behavioral control, inhibition control, self-awareness, intrapersonal skills, interpersonal skills, adaptation, goal setting, and self-compassion. Artificial intelligence tools, wearables, smart applications, immersive technologies (virtual and augmented reality), neurofeedback and biofeedback technologies, as well as digital games were found to effectively assist such training programs. The results of the current review may provide positive feedback in the discussion about digitally-aided mental health interventions for training the meta-skills of mental and emotional health.

Children with attention deficit hyperactivity disorder (ADHD) frequently experience impairments in a range of abilities. Due to their poor attention and concentration, they find it challenging to stay focused when learning. They need help to retain the directions given by teachers and are very animated. Focus issues, hyperactivity, and attention problems may hamper learning. The needs and challenges of children with ADHD have been addressed by numerous digital solutions over the years. These solutions support a variety of needs (e.g., diagnosing versus treating), aim to address a variety of goals (e.g., addressing inattention, impulsivity, working memory, executive functions, emotion regulation), and employ a wide range of technologies, including video games, PC, mobile, web, AR, VR, tangible interfaces, wearables, robots, and BCI/neurofeedback, occasionally even in tandem. According to studies on the psychological impacts of serious games, immersive games can potentially be valuable tools for treating ADHD. This research investigates using PC, mobile/tablet applications, augmented reality, virtual reality, and brain–computer interfaces to develop executive functions and metacognitive and emotional competencies in children with ADHD through serious games. Following PRISMA 2020 criteria, this systematic review includes a comprehensive search of the PubMed, Web of Science, Scopus, and Google Scholar databases. The database search provided 784 records, and 30 studies met the inclusion criteria. The results showed that serious games assisted by multiple technologies could significantly improve a wide range of cognitive and socioemotional meta-competencies among children with ADHD, including visuospatial working memory, attention, inhibition control, cognitive flexibility, planning/organizing, problem-solving, social communication, and emotional regulation. The results of this review may provide positive feedback for creating more inclusive digital training environments for the treatment of ADHD children.

Background/Objectives: The evolution of digital technology enhances the broadening of a person’s intellectual growth. Research points out that implementing innovative applications of the digital world improves human social, cognitive, and metacognitive behavior. Artificial intelligence chatbots are yet another innovative human-made construct. These are forms of software that simulate human conversation, understand and process user input, and provide personalized responses. Executive function includes a set of higher mental processes necessary for formulating, planning, and achieving a goal. The present study aims to investigate executive function reinforcement through artificial intelligence chatbots, outlining potentials, limitations, and future research suggestions. Specifically, the study examined three research questions: the use of conversational chatbots in executive functioning training, their impact on executive-cognitive skills, and the duration of any improvements. Methods: The assessment of the existing literature was implemented using the systematic review method, according to the PRISMA 2020 Principles. The avalanche search method was employed to conduct a source search in the following databases: Scopus, Web of Science, PubMed, and complementary Google Scholar. This systematic review included studies from 2021 to the present using experimental, observational, or mixed methods. It included studies using AI-based chatbots or conversationalists to support executive functions, such as anxiety, stress, depression, memory, attention, cognitive load, and behavioral changes. In addition, this study included general populations with specific neurological conditions, all peer-reviewed, written in English, and with full-text access. However, the study excluded studies before 2021, the literature reviews, systematic reviews, non-AI-based chatbots or conversationalists, studies not targeting the range of executive skills and abilities, studies not written in English, and studies without open access. The criteria aligned with the study objectives, ensuring a focus on AI chatbots and the impact of conversational agents on executive function. The initial collection totaled n = 115 articles; however, the eligibility requirements led to the final selection of n = 10 studies. Results: The findings of the studies suggested positive effects of using AI chatbots to enhance and improve executive skills. Although, several limitations were identified, making it still difficult to generalize and reproduce their effects. Conclusions: AI chatbots are an innovative artificial intelligence tool that can function as a digital assistant for learning and expanding executive skills, contributing to the cognitive, metacognitive, and social development of the individual. However, its use in executive skills training is at a primary stage. The findings highlighted the need for a unified framework for reference and future studies, better study designs, diverse populations, larger sample sizes of participants, and longitudinal studies that observe the long-term effects of their use.

Theory of Mind (ToM) and Metacognition constitute two superior mental mechanisms that promote the smooth integration and adaptation of the individual in society. In particular, the ability to read minds introduces the individual into the social world, contributing to understanding oneself and others. Metacognition focuses on individual knowledge, control, regulation, and readjustment regarding the cognitive mechanism and its influence on cognitive performance and the mental and social development of the individual. At the basis of the development of the two mechanisms is the activation of social interaction, which determines their levels of development. The innovative approaches and great expectations of technology and Artificial Intelligence for improving the artificial mind brought social robots to the fore. Robots with social action are gradually entering human life. Their interaction with the human factor is anticipated to become more and more frequent, expanded, and specialized. Hence, the investigation of equipping artificial systems with integrated social-cognitive and metacognitive capabilities was necessary, constituting the subject of study of the current narrative review. Research findings show that intelligent systems with introspection, self-evaluation, and perception-understanding of emotions, intentions, and beliefs can develop safe and satisfactory communication with humans as long as their design and operation conform to the code of ethics.

Geometry is a branch of mathematics that deals with the properties of space, including distance, shape, size, and the relative position of figures. It is one of the oldest branches of mathematics and has applications in various fields such as science, art, architecture, and even in areas seemingly unrelated to mathematics. Studies show that working memory and spatial perception contribute to students' geometry performance. This paper presents multiple studies demonstrating the brain regions activated when solving geometric problems. Interestingly, the brain areas activated when solving algebraic problems are different from those activated when solving geometric problems. Finally, multiple studies are presented that indicate students with learning difficulties lag in geometry, as solving geometric problems requires good reading and arithmetic skills.

This article introduces the innovative concept of STREAMING, which integrates Science, Technology, Robotics, Engineering, A.I, Mathematics, Intelligence & Emotional Intelligence, Inclusion, and Gamification to create a comprehensive and inclusive educational framework. By examining existing literature, this narrative review highlights the potential of STREMING to enhance educational practices and ensure equal opportunities for all students, particularly those from underrepresented backgrounds. Key findings from various studies emphasize the effectiveness of inclusive STEM high schools, the benefits of integrating Universal Design for Learning (UDL), and the impact of gamification on student engagement and learning outcomes. The review demonstrates that STREAMING can foster a more inclusive, engaging, and effective educational environment, equipping students with the necessary skills and knowledge to navigate and contribute to an increasingly complex and technologically advanced society.

This review critically examines a broad spectrum of interventions aimed at bolstering executive functions (EFs) in children, a cornerstone for their academic, social, and cognitive development. We delve into a variety of EF enhancement strategies from June 2006 to March 2024, encompassing computer-based programs, physical exercises, classroom adjustments, and innovative technologies like virtual reality and educational robotics. Stressing the importance of parental involvement and positive teacher-student interactions, the review proposes an evidence-based approach tailored to individual needs, offering significant benefits particularly to children with or at risk for conditions such as ADHD and ASD. The synthesis underscores the imperative of collaborative initiatives among educators, policymakers, and families for fostering inclusive educational practices that nurture holistic EF development. The review sets forth the need for future research to embark on longitudinal studies and explore novel technologies, aiming to refine evidence-based educational strategies and enhance the cognitive and emotional well-being of children globally.

Autism spectrum disorder (ASD) has a significant impact on a person’s social, emotional, and communication functioning. According to research, individualized instruction can significantly improve these deficits. One of the most successful methods of achieving this outcome is by gaming platforms that provide serious games (SGs). This article is a systematic review study using the PRISMA diagram that delves into current research on the characteristics and design criteria of serious gaming platforms suitable for people with autism, presenting the benefits of using serious gaming platforms and highlighting the importance of differentiated strategy and planning, as well as disadvantages such as financial cost and complexity. According to the conclusions of this analysis, the bulk of these programs focus on prototyping and strengthening social and emotional abilities. It is also emphasized that platforms aiming at a bigger audience of persons with ASD, as well as a larger sample size, are required.

This review will explore the role of executive functions and the impact they have in facilitating the skills of vehicle operation. Executive functions are critical for the decision-making process, problem-solving, and multitasking. They are considered the primary factors in driving cases that demand drivers to react quickly and adapt to certain situations. Based on the PRISMA 2020 guidelines, this study aims to investigate, analyze, and categorize higher mental skills and their qualities directly related to driving. The literature review was performed in the following databases: PubMed, Web of Science, Scopus, and Google Scholar, using the article collections’ snowball search technique. The results suggest that key executive functions like working memory and inhibitory control are closely related to risky behavior and driving errors that lead to accidents. This review adds valuable insight by highlighting the significance of their contribution to future research, driver educational programs, and technology for improving driver safety. Consequently, collecting recent data will contribute to understanding new parameters that influence driving behavior, creating the possibility for appropriate proposals for future research.

This study explores neuroplasticity through the use of virtual reality (VR) and brain–computer interfaces (BCIs). Neuroplasticity is the brain’s ability to reorganize itself by forming new neural connections in response to learning, experience, and injury. VR offers a controlled environment to manipulate sensory inputs, while BCIs facilitate real-time monitoring and modulation of neural activity. By combining VR and BCI, researchers can stimulate specific brain regions, trigger neurochemical changes, and influence cognitive functions such as memory, perception, and motor skills. Key findings indicate that VR and BCI interventions are promising for rehabilitation therapies, treatment of phobias and anxiety disorders, and cognitive enhancement. Personalized VR experiences, adapted based on BCI feedback, enhance the efficacy of these interventions. This study underscores the potential for integrating VR and BCI technologies to understand and harness neuroplasticity for cognitive and therapeutic applications. The researchers utilized the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method to conduct a comprehensive and systematic review of the existing literature on neuroplasticity, VR, and BCI. This involved identifying relevant studies through database searches, screening for eligibility, and assessing the quality of the included studies. Data extraction focused on the effects of VR and BCI on neuroplasticity and cognitive functions. The PRISMA method ensured a rigorous and transparent approach to synthesizing evidence, allowing the researchers to draw robust conclusions about the potential of VR and BCI technologies in promoting neuroplasticity and cognitive enhancement.

International psychiatry is facing major challenges due to the rapid increase in mental health issues. The forthcoming mental health crisis has opened the debate about the need to broaden the therapeutic horizons with the implementation of digitally assisted mindfulness practices within psychotherapeutic interventions. Mindfulness training is developing into a promising intervention for a variety of health problems and a booster of well-being. At the same time, virtual reality (VR) and especially immersive technologies are increasingly being used as assistive tools in the training of people with special education needs and disabilities (SEND). Μeta-competences refer to a set of self-development skills that incorporate meta-cognitive and meta-emotional attributes, enabling individuals to be self-conscious, self-regulated, and flexible in every aspect of human life. The current review aims to investigate (i) the efficacy of mindfulness strategies in meta-competence training for SEND and (ii) the role of VR as an assistive technology in mindfulness training. The PRISMA 2020 methodology was utilized to respond to the objectives and research questions. The database search provided 1380 records, and 29 studies met the inclusion criteria. The results showed that mindfulness training has the potential to train meta-cognitive and meta-emotional competences among people with different mental disorders, including Attention Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Intellectual Disability (ID), Depressive Disorder, Stress Disorder, and Specific Learning Disorder. VR was found to be an effective assistive technology, providing significant advantages compared to conventional mindfulness interventions. Mindfulness training assisted by immersive technologies was found to significantly improve a wide range of cognitive and socio-emotional meta-competences, including self-awareness, inhibition control, attention regulation, flexibility, positive thinking, and emotional regulation. The results of this systematic review may provide positive feedback for creating inclusive digital training environments.

Theory of Mind (ToM) highlights the social-cognitive ability of the individual to communicate and interact effectively with the members of each social group. Essentially, it is the cornerstone of social knowledge that allows the recognition and understanding of the thoughts, intentions, and feelings of all involved, promoting social interaction and engagement. Metacognition (MC) is a higher mental ability of the biological mind and is characterized by the observation, control, evaluation, differentiation, and readjustment of the cognitive mechanism, aiming at its optimal performance and maintaining the homeostasis of mental, social, and emotional becoming of an organism. The rapid development of technology in recent decades has promoted the development of Artificial Intelligence (AI) intertwined with the need to integrate ToM and MC capabilities, enriching human communication. This paper investigates how the above-described human cognitive functions are involved in the conception and development of an artificial agent and their influence on human society. The conclusions suggest the importance of being able to read beliefs, emotions, and other factors, but also introspection by an intelligent system for social benefit, including the necessary ethical constraints.

Gamma-aminobutyric acid (GABA) is a neurotransmitter critically involved in various psychological and behavioral processes. This review highlights the impact of GABAergic dysfunction within specific brain regions on a range of mental disorders, executive processes, self-control, and behavioral regulation.Reductions in GABAergic neurotransmission within distinct brain regions have been consistently associated with several mental health conditions. Within the context of anxiety disorders, depression, and post-traumatic stress disorder (PTSD), alterations in GABAergic function contribute to symptomatology. GABA plays a pivotal role in anxiety and mood regulation, with its impairment linked to symptoms of depression and mood disorders. Dysfunctional GABAergic transmission also contributes to fear dysregulation and features of PTSD. In terms of executive functions, GABAergic neurotransmission affects working memory, attentional control, and inhibitory regulation. Changes in GABA levels have been linked to decision-making abilities, impulsivity, and attention deficits, especially in conditions like attention deficit hyperactivity disorder (ADHD). GABA further plays a crucial role in self-control mechanisms by regulating impulsivity and prefrontal cortex functionality. Substance use disorders, often accompanied by impaired self-control, are significantly influenced by GABAergic system changes. Additionally, GABA's involvement in anxiety and emotional management affects the control of emotional responses. Behavioral control is modulated by GABAergic action in motor circuitry, where GABA provides inhibitory control for motor actions. Spontaneity, aggression, and stress are influenced by GABAergic dysfunction, impacting behavioral control. In the realm of attentional control, GABAergic neurotransmission influences selective attention and sensory salience, maintaining a balance between neural stimulation and inhibition. The study also explores executive function deficits in individuals with Autism Spectrum Disorder (ASD) in relation to GABA levels within specific brain regions. Moreover, GABA and its network connectivity contribute to individual variations in sensory responsiveness, emphasizing the dynamic role of GABA in the phenotypic heterogeneity of ASD. In summary, this research underscores the critical role of GABAergic neurotransmission within specific brain regions in various psychological disorders, executive functions, self-control, behavioral regulation, and attentional processes. Understanding the directional influence of GABAergic changes on behavior and mental health conditions can pave the way for more targeted interventions in neuropsychiatric disorders.

The potential of digital games to enhance learning in various areas of child development has attracted increasing interest in children’s emotional well-being and social–emotional difficulties. The present serious game named “The Park of Emotions” was based on the nine-level pyramid model of emotional intelligence, had conceptual relevance to the questions of a new emotional intelligence scale, and served as an intervention tool. The aim was to experimentally evaluate to what extent the serious game “The Park of Emotions” improved children’s emotional intelligence through the improvised scale measuring the emotional intelligence of children aged 9–12. The study was conducted on a group of 436 children aged 9–10 years, 4th grade. To assess the impact of the program, an analysis of variance (ANOVA) was conducted on the experimental group and the control group at the pre-test stage, as well as an analysis of covariance (ANCOVA post-test). The results for the post-intervention ANCOVA confirmed the existence of significant differences between the groups, as participants in the experimental group had significantly higher scores compared to participants in the control group on the total score and individual subscales. Furthermore, ANCOVA results confirmed that the intervention had a similar positive effect for both sexes. Consequently, this study experimentally validates an effective intervention tool, highlighting the importance of implementing digital games aimed at improving emotional intelligence and emotional skills throughout childhood and preadolescence. “The Park of Emotions” could be considered a useful serious game that affects personal, emotional, and social factors.

Due to COVID-19, Industry 4.0 technologies have been deeply integrated into our lives, making it possible to interact, learn, and be productive. The rise of ICT has been established for a lot of years, transforming the educational process of many students with more and more educators applying them in school settings and considering them an essential part of teaching. ICT constantly evolves incorporates and utilizes all the recent and cutting-edge technology to help learners interact and learn in the most engaging and motivating way. The purpose of this literature review is to investigate a very fascinating and promising piece of robotic technology called a drone or unmanned aerial vehicle and how it has been integrated and utilized in the educational process of students to date. In the introduction, the main adoptions of ICT and drones are discussed. In the main part, we explore the possibilities and the applications of drone technology in the educational path from analysis of included studies and research, as well as discussing the students’ and teachers’ perceptions of their use. The results of this study of the application of drones in education show promising effects among students and teachers, but several limitations were identified, making it still difficult to generalize their use in the educational process. Furthermore, a need for a unified framework for reference is needed to be able to accommodate their use in school and academic environments.

The onset of the COVID-19 pandemic has led to an increased demand for mental health interventions, with a special focus on digitally assisted ones. Self-regulation describes a set of meta-skills that enable one to take control over his/her mental health and it is recognized as a vital indicator of well-being. Mindfulness training is a promising training strategy for promoting self-regulation, behavioral change, and mental well-being. A growing body of research outlines that smart technologies are ready to revolutionize the way mental health training programs take place. Artificial intelligence (AI); extended reality (XR) including virtual reality (VR), augmented reality (AR), and mixed reality (MR); as well as the advancements in brain computer interfaces (BCIs) are ready to transform these mental health training programs. Mindfulness-based interventions assisted by smart technologies for mental, emotional, and behavioral regulation seem to be a crucial yet under-investigated issue. The current systematic review paper aims to explore whether and how smart technologies can assist mindfulness training for the development of self-regulation skills among people at risk of mental health issues as well as populations with various clinical characteristics. The PRISMA 2020 methodology was utilized to respond to the objectives and research questions using a total of sixty-six experimental studies that met the inclusion criteria. The results showed that digitally assisted mindfulness interventions supported by smart technologies, including AI-based applications, chatbots, virtual coaches, immersive technologies, and brain-sensing headbands, can effectively assist trainees in developing a wide range of cognitive, emotional, and behavioral self-regulation skills, leading to a greater satisfaction of their psychological needs, and thus mental wellness. These results may provide positive feedback for developing smarter and more inclusive training environments, with a special focus on people with special training needs or disabilities.

Emotional Intelligence (EQ) is important in achieving the goals: personal and social of each person in synergy with general intelligence ( IQ). In this work, the prevailing models of theories and evaluation of S.N are presented, and the role of ICTs in the application of their evaluation tools.

The use of technologies to develop serious games for the enhancement of the abilities in the spectrum of emotional intelligence is of utmost importance and it has led progressively to the appearance of new applications. On the other hand, emotional intelligence is a very important concept that positively affects all areas of our lives. This paper aimed to review to show the current state of the studies that administrate the use of serious games to develop and improve emotional intelligence which is very important for our physical, mental and emotional health. The review included 14 scientific articles that met the inclusion criteria from 2010 until 2021. Our findings showed that serious games can play an important role in cultivating and promoting emotional intelligence skills which in turn results in a better quality of life. Future research on the subject could study and focus more systematically on the importance of serious games in the development of emotional skills in people's daily lives in general. It would be important, in other words, to investigate whether the development of emotional skills through the use of serious games is transferred to a more general context of individuals' personal lives and not just when engaging in the specific activity during the research. Resumen. El uso de tecnologías para desarrollar juegos serios para la potenciación de las habilidades en el espectro de la inteligencia emocional es de suma importancia y ha dado lugar progresivamente a la aparición de nuevas aplicaciones. Por otro lado, la inteligencia emocional es un concepto muy importante que afecta positivamente a todos los ámbitos de nuestra vida. El objetivo de este trabajo fue realizar una revisión para mostrar el estado actual de los estudios que administran el uso de juegos serios para desarrollar y mejorar la inteligencia emocional, muy importante para nuestra salud física, mental y emocional. La revisión incluyó 14 artículos científicos que cumplieron con los criterios de inclusión desde 2010 hasta 2021. Nuestros hallazgos mostraron que los juegos serios pueden desempeñar un papel importante en el cultivo y la promoción de habilidades de inteligencia emocional que, a su vez, se traducen en una mejor calidad de vida. Futuras investigaciones sobre el tema podrían estudiar y enfocarse más sistemáticamente en la importancia de los juegos serios en el desarrollo de habilidades emocionales en la vida diaria de las personas en general. Sería importante, en otras palabras, investigar si el desarrollo de habilidades emocionales a través del uso de juegos serios se traslada a un contexto más general de la vida personal de los individuos y no solo al realizar la actividad específica durante la investigación.

Inclusion, equality, and well-being for all, especially for people with special needs and disabilities, is globally recognized as a priority. At the same time, there is an urgent need to create digital training environments for people with special educational needs and disabilities (SEND). Virtual reality (VR) and gaming technologies have entered the race at full speed for skills training. Despite significant research on each of these technologies, there is still limited knowledge about the effectiveness of virtual reality games (VRGs) in targeted groups such as those with SEND. Thus, the current systematic review paper aims to investigate the effectiveness of gaming in virtual reality as an intervention strategy for meta-skills training among people with neurodevelopmental, cognitive disorders, and learning difficulties. The PRISMA 2020 methodology was used to respond to the objective and research questions. This study also emphasizes the mediating role of motivations, metacognition, and emotional intelligence as important assets for meta-skills development. The database search generated 1100 records, and 26 studies met the inclusion criteria. This study concludes that VRGs have the potential to support people with SEND in terms of raising motivation and developing metacognitive skills, as well as in developing the emotional intelligence skills needed for inclusion, accomplishment, an independent life, and personal well-being. As was observed, VRGs provided the subjects with positive experiences, allowing them to internalize motivations and—with less effort—develop self-motivated, self-regulated, and flexible behaviors.

Anxiety is a particular form of emotional distress which is frequently experienced by students with LD. Research has indicated that high levels of anxiety have negative effects on performance on cognitive and academic tasks. Also, findings suggest that children with LD present cognitive and neuropsychological deficits. The mindfulness function of MMA proved to be helpful in promoting calmness, tolerance and acceptance of distress, as well as self-understanding in youth. Youth with learning disabilities (LDs) have information processing challenges that place them at increased risk for emotion dysregulation and often rely on coping strategies that emphasize avoidance of challenging emotions, experiences or tasks. We highlight that cognitive interference may help in reducing the quality or efficiency of test-anxious students’ with LD performance during exams.

Children with Autism Spectrum Disorder present several difficulties in social interaction, communication obstacles and restricted and repeated behaviors. Social connection with others is typically challenging for them, and they are frequently unsure of how to react to other people's emotions, facial expressions, and movements of their body, and especially of how to respond to various social circumstances. Recent review studies regarding VR for children with ASD have found that most of the relevant interventions aimed at improving social and emotional skills, as well as common activities of everyday life. In this work, we are going to present studies of the most current applications of VR technologies to the education of students with ASD with the aim to gain an updated overview of the use of VR in this field. A thorough search was conducted in Scopus and Pubmed databases, as well as through Google Scholar, using the keywords ‘Virtual Reality’, ‘Autism Spectrum Disorder’, ‘application’, ‘intervention’, ‘students’, ‘education’ and their combinations, for the period 2015–2021. Our search was limited to studies presented in English. A total of eight (8) studies met the inclusion criteria. The majority of the results we described were positive and quite encouraging, as the deficits in these domains are life- determining for individuals with ASD. Given that many barriers (e.g., regarding cost and comfort issues) to using the VR technologies have been overcome, more effort should be put to the production of wider and more robust experimental research in the specific field, as well as to the testing of generalizability issues in real life. Resumen. Los niños con Trastorno del Espectro Autista presentan varias dificultades en la interacción social, obstáculos en la comunicación y comportamientos restringidos y repetitivos. La conexión social con los demás suele ser un reto para ellos, y con frecuencia no saben cómo reaccionar ante las emociones, las expresiones faciales y los movimientos del cuerpo de otras personas, y sobre todo cómo responder a diversas circunstancias sociales. Los estudios de revisión recientes relativos a la RV para niños con TEA han encontrado que la mayoría de las intervenciones relevantes se dirigen a mejorar las habilidades sociales y emocionales, así como las actividades comunes de la vida diaria. En este trabajo, vamos a presentar estudios sobre las aplicaciones más actuales de las tecnologías de RV a la educación de alumnos con TEA con el objetivo de obtener una visión actualizada del uso de la RV en este campo. Se realizó una búsqueda exhaustiva en las bases de datos Scopus y Pubmed, así como a través de Google Scholar, utilizando las palabras clave "Realidad Virtual", "Trastorno del Espectro Autista", "aplicación", "intervención", "estudiantes", "educación" y sus combinaciones, para el periodo 2015-2021. Nuestra búsqueda se limitó a los estudios presentados en inglés. La mayoría de los resultados que describimos fueron positivos y bastante alentadores, ya que los déficits en estos dominios son determinantes para la vida de los individuos con TEA. Dado que se han superado muchas barreras (por ejemplo, en relación con el coste y los problemas de comodidad) para el uso de las tecnologías de RV, se debería poner más empeño en la producción de una investigación experimental más amplia y sólida en el campo específico, así como en la comprobación de los problemas de generalización en la vida real.

Anxiety is a particular form of emotional distress which is frequently experienced by students with LD. Research has indicated that high levels of anxiety have negative effects on performance on cognitive and academic tasks. Also, findings suggest that children with LD and ADHD present cognitive and neuropsychological deficits. Cognitive behavioral therapy combined with martial arts training is an effective intervention for youth with ADHD symptoms as well as youth with high levels of anxiety.

The purpose of this article is to clarify the relationship between Executive Functions (EF) training and giftedness. In this paper we provide a literature review of condemnatory literature. Executive Functions are a set of cognitive skills considered as necessary for the cognitive control of behavior and they are important for self- regulation and adaptation. The proper functioning of the executive functions is associated with high IQ. Moreover, executive function training can be achieved by brain training programs, that aim to improve basic brain functions. Through education, various tasks are improved. Techniques that improve cognitive skills can benefit individuals with superior mental abilities and can be used as intervention techniques to improve and develop giftedness. The training of executive functions can be achieved through brain training. Brain training is a scientific field that has highly progressed over the last years and has offered extremely interesting results that lead to new developments in the field of giftedness. After analyzing what brain training is, we refer to the executive functions that can improve through brain training. Afterwards, we refer to brain training programs, which have had positive effects on the training of executive functions. Resumen: El propósito de este artículo es aclarar la relaciόn entre la formaciόn de funciones ejecutivas y la superdotación. En este artículo proporcionamos una revisión de la literatura condenatoria. Las funciones ejecutivas son un conjunto de habilidades cognitivas consideradas necesarias para el control cognitivo de la conducta y son importantes para la autorregulación y adaptación. El buen funcionamiento de las funciones ejecutivas está asociado a un alto coeficiente intelectual. Además, el entrenamiento de la función ejecutiva se puede lograr con programas de entrenamiento cerebral, que tienen como objetivo mejorar las funciones cerebrales básicas. A través de la educación, se mejoran varias tareas. Las técnicas que mejoran las habilidades cognitivas pueden beneficiar a las personas con capacidades mentales superiores y pueden utilizarse como técnicas de intervención para mejorar y desarrollar la superdotación. El entrenamiento de las funciones ejecutivas se puede lograr mediante el entrenamiento del cerebro. El Brain Training es un campo científico que ha avanzado mucho en los últimos años y ha ofrecido resultados sumamente interesantes que conducen a nuevos desarrollos en el campo de la superdotación. Tras analizar qué es el entrenamiento cerebral, nos referimos a las funciones ejecutivas que pueden mejorar mediante el entrenamiento cerebral. Posteriormente, nos referimos a los programas de entrenamiento cerebral, que han tenido efectos positivos en el entrenamiento de las funciones ejecutivas.

Stress continues to be one of the challenging of responding in different situations. It evokes negative thoughts and feelings in a person. It is known that there are many ways to reduce stress, like counseling, training, exercise, e.t.c. Although, nowadays, through technology have developed different ways to face with it. There are many applications in smartphones and tablets, which are designed for stress management. These applications contain many and different techniques to reduce stress, such as meditation, mindfulness breathing, cognitive behavior therapy and relaxation techniques.

In recent years, there has been an increase in the incidence of ADHD in children and adolescents. Many learning and behavioral problems are associated with this disorder as a result of difficulties in cognitive and metacognitive functions. According to Drigas et al. (2021), only when individuals develop these functions can they be integrated in the social environment. Skills such as self-awareness, self-regulation and self-control through inner attention can help children develop alternative strategies to manage their cognitive deficits and adapt in many different environments. With the rapid development of science, several medical and psychological methods have been proposed for the treatment of ADHD, which have contributed significantly to the control of symptoms. In the present work, the causes of ADHD are investigated, as well as alternative forms of intervention that aim to improve the quality of life of these children.

In the era of rapid change, special education is in the quest to ‘drive up standards’ with alternative intervention strategies ensuring optimal outcomes for parents, teachers and learners. Automatic thoughts, negative beliefs and implicit bias demotivate, disrupt students’ behavior, and lower the quality of learning outcomes. Neuro-linguistic programming (NLP) is a psychological approach that employs appropriate techniques to help individuals deal with their dysfunctional schemas. The present paper aims at reviewing the research studies regarding the effectiveness of neurolinguistic programming (NLP) in challenging situations as those that people with disabilities face. In addition, we will co-examine the possible applications of NLP on virtual reality (VR) environments. The findings of this review support the idea that neuro-linguistic programming provides influencing strategies for students with special educational needs to be rapidly engaged in those states of mind that eliminate implicit bias and promote positive behaviors and academic achievement. It was found that VR is in line with NLP methodology contributing to unintended bias reduction, cultivating users’ ability to change perspective with flexibility, expecting a positive future and perceiving themselves more realistically with less symptoms of depression. This study takes the view of a new pedagogy in Special Education that integrates the overlapping areas of neurolinguistic programming, positive and social psychology and recognizes their role in developing brain rewiring and sub-conscious training techniques -even in virtual environments-.

This article is a literature review about Dyscalculia and Ageometria which are part of specific learning disabilities (LD) in Mathematics. Initially, some possible causes of LD are presented. Types of dyscalculia are then listed and the article goes on focusing on Working Memory (WM) and Mathematical Anxiety which play an important role in students’ performance in Mathematics.

Students with Specific Learning Disabilities, tend to have low academic performance because of the cognitive disorders and deficits of their working memory, as well as executing fuctions like these of processing - organizing and recalling information. Development of the Metacognitive skills, like those that presented by Drigas & Mitsea (2020), as 8 pillars of Metacognition, such as self-Awareness, self-Monitoring and Self-Regulation, helping these students recognize their weaknesses and introduce strategies and tactics will assist them to compensate their cognitive deficits, by becoming more flexible and adapt to any changes coming up, better. STEAM (Science, Technology, Engineering, Art, and Mathematics) education involves students in the education process, via a multifaceted and multi-sensory approach of to develop Meta-cognitive Skills, control the way they learn while building up the necessary knowledge, in order to secure equal academic and career opportunities. As a result, their independence and self-esteem being boosted preparing them to come up against 21st century challenges.

Memory is one of the most vital cognitive functions, affecting almost all aspects of human life. Meta-memory is considered a special part of metacognition that enables humans to acquire mnemonic knowledge and meta-skills to take control of their memory functions. In the digital era, the use of mobile applications to improve memory is constantly gaining ground, while virtual reality is considered a promising technology for memory rehabilitation. The current study aimed to present a metamemory framework based on eight fundamental principles of metacognition. The theoretical model is complemented by a set of meta-mnemonic strategies while emphasizing the role of virtual reality and mobile applications in metamemory skills training. The metamemory strategies framework supported by virtual reality and mobile applications provides a training paradigm for implementation in general, special, and vocational education.

Eating habits of individuals with learning and behavioral difficulties is an important and emerging area of ​​nutrition expertise. An unhealthy diet, combined with limited physical activity, is linked with an increased risk of chronic diseases and a lower quality of life. The study aims to review in a systematic way evidence on: (a) the relationship between diet quality and ADHD; and (b) the effect of three lifestyle factors, physical activity, quality of sleep, and stress on children and adults with ADHD. In December 2020, we searched for relevant articles in PubMed and Scopus. The studies included were those that assessed diet, physical activity, sleep, and stress, of children and adults with ADHD. We identified a total of eighteen studies with an invasive and observational approach that matched our research criteria. Fourteen of these studies were included in the meta-analysis. The pooled analysis showed that a high-diet quality decreases the prevalence of ADHD in children (OR: 0.43, 95% CI: 0.28-0.70), while a poor diet quality is associated with an increased risk of ADHD in both children and adults (OR: 2.24, 95% CI: 1.49-3.65). Also, a poor lifestyle indicates a higher prevalence of ADHD in both children and adults (OR: 1.90, 95% CI: 1.43-2.61). This study is limited to its ability to extract data from some of the included studies while sampling was limited due to the absence of studies in adults with ADHD. The present study suggests that a high-quality diet with increased consumption of fruits, vegetables, and fish, may be protective against ADHD in children. On top of that, a poor-quality diet with higher consumption of sugar, sweetened drinks, and junk food, as well as a lifestyle that is characterized by reduced sleep and physical activity can be associated with increased risk of ADHD, for both children and adults. The current domain needs more experimental data

The aim of this article is to explore a paradigm shift on Brain Computer Interface (BCI) research, as well as on intervention best practices for training and rehabilitation of students with neurodevelopmental disorders. Recent studies indicate that BCI devices have positive impact on students' attention skills and working memory as well as on other skills, such as visuospatial, social, imaginative and emotional abilities. BCI applications aim to emulate humans' brain and address the appropriate understanding for each student's neurodevelopmental disorders. Studies conducted to provide knowledge about BCI-based intervention applications regarding memory, attention, visuospatial, learning, collaboration, and communication, social, creative and emotional skills are highlighted. Only non-invasive BCI type of applications are being investigated based upon representative, non-exhaustive and state-of-the-art studies within the field. This article examines the progress of BCI research so far, while different BCI paradigms are investigated. BCI-based applications could successfully regulate students' cognitive abilities when used for their training and rehabilitation. Future directions to investigate BCI-based applications for training and rehabilitation of students with neurodevelopmental disorders concerning the different populations involved are discussed.

Aging is highly correlated with a decline in cognitive abilities. Information and communication technologies are nowadays increasingly used for knowledge acquisition, education, cognitive development, etc. Older adults should be prepared to adopt these technologies and take advantage of their capabilities. The purpose of this study was to analyze the cognitive profile of older adults in order to identify the ways that they learn, as well as to analyze older adults’ attitudes, to aid in the development of an e-learning platform adapted to their needs. The sample of the study consisted of 103 older adults, aged 55+, from Greece. According to their responses, older adults seemed to prefer e-learning modules that presented the educational content step-by-step and contained practice questions and examples. In addition, respondents had positive attitudes toward the existence of assessment tests for after the completion of each module. Finally, the utilization of explanatory videos and special graphics in the modules was imperative, according to older adults’ preferences.