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BackgroundMobile apps are becoming an increasingly ubiquitous platform for delivery of health behavior interventions among overweight and obese perinatal women. However, only a few methodological guidelines on integrating theory, evidence, and qualitative research for their designs are available. ObjectiveThe aim of this study was to develop a theory-based, evidence-driven, and user-centered healthy lifestyle app targeting overweight and obese multiethnic pregnant women. MethodsThis paper illustrates how intervention development may be enriched with theoretical basis, systematic review, and qualitative study. An individual face-to-face interview was performed to incorporate the user’s involvement in the design. These interviews were audiotaped and transcribed. Thematic analysis technique was used for emerging themes. ResultsIntegrated concepts of social cognitive theory of self-regulation, self-regulation model, and strength model of self-control were selected as bases of the intervention. Evidence from our systematic review and meta-analysis provided the strongest evidence for the development of intervention. We invited 16 obese or overweight pregnant women to participate in a semistructured interview . The following key themes emerged: content, platform, interactivity, format, and functionality. Apps are a favorable technology platform for healthy diet advice, appropriate physical exercise, and weight management because they are user-friendly and convenient. The app used in this study contains culture-specific, pregnancy-related, and credible contents, including educational, professional and peer support, and self-monitoring domains. The design should include aesthetic appeal, visualized features, and interactive multimedia. ConclusionsA 3-step process integrating theoretical basis, evidence from systematic review, and research findings from target users can be considered a guide for future app development.

Lack of motivation and enjoyment is a challenge that many students face. Due to the current coronavirus pandemic, many lessons are not being conducted face-to-face. However, the use of robots has been proven able to alleviate this challenge. This review explores the barriers and facilitators of robot-assisted education among higher education students. Ten databases were comprehensively searched for studies in English. Both published and unpublished studies were considered without a time limit. A systematic mixed-studies review was adopted and the mixed method appraisal tool was used to assess the methodological quality of the selected articles. The qualitative and quantitative findings were then synthesized via thematic and narrative syntheses, respectively. To integrate these two sets of findings, a result-based convergent synthesis was performed. A total of 28 studies covering 1689 higher education students across 14 countries were eventually used for the analysis. Most of these studies had average to high methodological quality. Two barrier themes were identified from these studies, namely, poor audio verbatim from the robots, and disruption and restrictions from software and hardware of the robot. Meanwhile, three themes related to facilitators were identified, namely, greater engagement in learning, facilitation in remote learning, and knowledge enhancement. The use of robot-assisted education has been proven to improve student learning in higher education. Robot-assisted education is an alternate educational technique that can be utilized to supplement and augment ongoing teaching arrangements. Future studies should examine a specific type of robot in a comparable learning environment.

Author(s): Jie Hui Chua [sup.1] , Crystal Kai Tian Cheng [sup.2] , Ling Jie Cheng [sup.3] , Wei How Darryl Ang [sup.4] , Ying Lau [sup.4] Author Affiliations: (1) grid.410759.e, [...], Low resilient students are vulnerable to adversities that hinder academic success and wellbeing. However, little is known about the extent of low resilience among higher education students. We searched 11 electronic education and health-science related databases. We targeted higher education journals and relevant reference lists for published and unpublished articles in English and Chinese up to January 1, 2021. The Newcastle-Ottawa Scale and the Grading of Recommendations, Assessment, Development, and Evaluation system were used to assess individual and overall evidence. Meta-analysis was conducted for 41 cross-sectional studies using the Stata software. The pooled prevalence of low resilience was 36% among 13,931 students across 18 countries. Subgroup analysis revealed that resilience measures affected resilience prevalence significantly. A higher prevalence of low resilience was found among dance or nursing students in Europe than those in their counterparts. Univariate meta-regression random-effects analyses did not find any significant covariate effects on prevalence estimates. Quality assessment showed that majority (78.05%) of individual studies was high quality, but the overall evidence was rated low. This study provides the prevalence of low resilience in higher education, identifying vulnerable student groups for targeted intervention. Well-designed observational research with standard resilience measures is recommended for future studies.

Our review explores the effectiveness of resilience interventions on improving resilience, reducing depressive symptoms, and overcoming stress symptoms among higher education students. We conducted a systematic search in 10 electronic English and Chinese language databases. Twenty-nine randomized, controlled trials (RCTs) met the inclusion criteria and were included in this review. Effect sizes from 25 RCTs were calculated for meta-analysis and metaregression. The results of a random effects model reveal that resilience interventions are effective in improving resilience with small effect size (g = 0.32, 95% CI [0.15, 0.49]), reducing depressive symptoms with small effect size (g = 0.25, 95% CI [0.06, 44]), and overcoming stress (g = 0.22, 95% CI [0.08, 0.32]). Subgroup analyses conclude that effect sizes of resilience interventions comprising skills that enhance social competency are statistically significantly larger than those of interventions without. In addition, the effect sizes are larger when resilience interventions used synchronous communication and delivered through a mixture of didactic and dialectic approaches. Metaregression reveals that trials rated with low scores in the Medical Education Research Study Quality Instrument considerably influence scores in resilience. Our meta-analysis supports the use of resilience interventions as a universal prevention strategy among higher education students. This review ends with implications for practice and directions for further research on developing resilience interventions.

Author(s): Wei How Darryl Ang [sup.1] , Shefaly Shorey [sup.1] , Violeta Lopez [sup.2] , Han Shi Jocelyn Chew [sup.1] , Ying Lau [sup.1] Author Affiliations: (1) grid.4280.e, 0000 0001 [...], Resilience has been documented as an essential component in managing stress. However, understanding how undergraduate students with different sociodemographic characteristics perceive resilience remains understudied. This study aimed to explore how undergraduate students in one university define and build resilience during the COVID-19 pandemic. Students' perception and preferences for receiving resilience training were additionally solicited. A descriptive qualitative cross-sectional study was conducted. Twenty-seven students were interviewed using a semi-structured interview guide via Skype instant messaging. The thematic analysis generated five themes: resilience as enduring and withstanding; the building blocks of resilience; resilience: learning or earning; pedagogical considerations for resilience training; and a blended platform for resilience training. Participants described resilience as an enduring and withstanding trait essential for university students. Resilience can be built from intrinsic and extrinsic factors. Intrinsic factors that enhanced resilience included desire to succeed and motivation. Extrinsic factors were relational in nature, and friends, family, teachers, and religion were found to boost resilience. Students had several recommendations in designing resilience training, and they recommended the use of a blended platform. Further, students suggested the use of videos, narratives from resilient individuals, and using reflective practice as a pedagogy in resilience training. Future resilience training should consist of personal and interpersonal factors and should be introduced early during the academic term of students' university life. As the COVID-19 pandemic compounds an already challenging academic climate, this study lends it findings to expand the resilience literature and develop future resilience training.

Background: In the digital age, safeguarding children's mental health (CMH) has emerged as one of the most pressing challenges. The rapid evolution of social media (SM) from a basic networking platform to a multifaceted tool has introduced numerous conveniences. However, it has also posed significant challenges to children's mental well-being. Methods: Given the intricate relationship between the widespread use of SM and mental health issues in children, this study conducted a systematic scoping review to examine the literature on the impact of SM on CMH from 2014 to 2024. Literature searches were performed across five databases (Web of Science, ScienceDirect, Scopus, PubMed, and APA PsycInfo), and the retrieved studies were screened, extracted, and analyzed by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review (PRISMA-ScR) guidelines. Results: The review identified a complex relationship between SM use and CMH. Different SM platforms exhibited varying effects on children. Frequent SM use was strongly associated with lower self-esteem, depressive symptoms, anxiety, and other mental health challenges in children. Conversely, moderate use of SM facilitated social interactions and emotional expression, which may have a positive influence on mental health. Additionally, factors such as social support from family and school were found to play a critical role in mitigating the negative effects of SM on CMH. Conclusions: To enhance CMH, it is essential to guide children in the appropriate use of SM, promote awareness of privacy protection, and ensure adequate family and social support. Future research should further investigate the specific mechanisms underlying SM use and its differential effects on children across varying age groups and regions. [ABSTRACT FROM AUTHOR]

Type 2 diabetes mellitus (T2DM) is a chronic metabolic disorder with the increasing prevalence of a modern sedentary lifestyle. Wearable technology‐based physical activity interventions (WT‐BPAI) might provide a channel to improve diabetic self‐management. The study aimed to (1) evaluate the effectiveness of WT‐BPAI on PA levels, glycemic levels, and other outcomes (blood pressure [BP], body mass index [BMI], and serum lipid profile) in adults with T2DM, and (2) investigate the potential covariates affecting aforementioned outcomes. Eight databases were searched thoroughly using three steps from inception until January 16, 2024. The quality of the studies and overall evidence were evaluated. The package meta of the R software program version 4.3.1. was utilized for meta‐analyses, subgroup analyses, and meta‐regression analyses. A total of 19 randomized controlled trials (RCTs) were found. Meta‐analyses revealed that WT‐BPAI significantly increased 1583 steps per day and decreased systolic BP (SBP) by 2.46 mmHg. Subgroup and meta‐regression analyses found that function, duration of intervention, and age were significant covariates. According to the risk of bias version 2, more than half of the trials raised some concerns about the randomization process, deviations from the intended intervention, and missing outcome data. The certainty of the evidence was very low for all outcomes based on the Grading of Recommendations Assessment, Development and Evaluation (GRADE) criteria. WT‐BPAI can be considered a supplementary intervention to increase the steps per day and decrease SBP, especially when used for short periods in young adults with T2DM. However, we need more well‐designed research with long‐term outcomes. [ABSTRACT FROM AUTHOR]