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With this article, we aim to increase our understanding of how mobile virtual reality exposure therapy (VRET) can help reduce speaking anxiety. Using the results of a longitudinal study, we examined the effect of a new VRET strategy (Public Speech Trainer, PST), that incorporates 360° live recorded VR environments, on the reduction of public speaking anxiety. The PST was developed as a 360° smartphone application for a VR head-mounted device that participants could use at home. Realistic anxiety experiences were created by means of live 360° video recordings of a lecture hall containing three training sessions based on graded exposure framework; empty classroom (a) and with a small (b) and large audience (c). Thirty-five students participated in all sessions using PST. Anxiety levels were measured before and after each session over a period of 4 weeks. As expected, speaking anxiety significantly decreased after the completion of all PST sessions, and the decrement was the strongest in participants with initially high speaking anxiety baseline levels. Results also revealed that participants with moderate and high speaking anxiety baseline level differ in the anxiety state pattern over time. Conclusively and in line with habituation theory, the results supported the notion that VRET is more effective when aimed at reducing high-state anxiety levels. Further implications for future research and improvement of current VRET strategies are discussed.
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The evolution of emerging technologies that use Radio Frequency Electromagnetic Field (RF-EMF) has increased the interest of the scientific community and society regarding the possible adverse effects on human health and the environment. This article provides NextGEM’s vision to assure safety for EU citizens when employing existing and future EMF-based telecommunication technologies. This is accomplished by generating relevant knowledge that ascertains appropriate prevention and control/actuation actions regarding RF-EMF exposure in residential, public, and occupational settings. Fulfilling this vision, NextGEM commits to the need for a healthy living and working environment under safe RF-EMF exposure conditions that can be trusted by people and be in line with the regulations and laws developed by public authorities. NextGEM provides a framework for generating health-relevant scientific knowledge and data on new scenarios of exposure to RF-EMF in multiple frequency bands and developing and validating tools for evidence-based risk assessment. Finally, NextGEM’s Innovation and Knowledge Hub (NIKH) will offer a standardized way for European regulatory authorities and the scientific community to store and assess project outcomes and provide access to findable, accessible, interoperable, and reusable (FAIR) data.
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Music performance anxiety (MPA) is one of the most reported psychological problems among musicians, posing a significant threat to the optimal performance, health, and psychological wellbeing of musicians. Most research on MPA treatment has focused on reducing symptoms of performance anxiety, but complete “cures” are uncommon. A promising addition or alternative that may help musicians enhance their performance under pressure, despite their anxiety, is pressure training (PT). In other high-pressure domains, such as sports and police work, pressure training has been proven effective in reducing choking and enhancing performance quality under pressure. Therefore, the aim of this narrative review is to explore the potential of pressure training in music settings. Specifically, we first provide a theoretical overview of current models explaining performance declines due to anxiety. Second, we discuss the current state of research on the effectiveness and application of pressure training in sports and police work as well as recent developments in pressure training interventions for music settings. While there is a limited number of studies investigating the effectiveness of pressure training on musicians' performance quality, research focusing on musicians' experiences has shown that pressure training can be particularly beneficial for enhancing performance skills, preparing for performances, and managing performance anxiety. Based on the reviewed literature, the final section points out suggestions for future research as well as recommendations for musicians, teachers, and music institutions for practical applications.
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A promising contribution of Learning Analytics is the presentation of a learner's own learning behaviour and achievements via dashboards, often in comparison to peers, with the goal of improving self-regulated learning. However, there is a lack of empirical evidence on the impact of these dashboards and few designs are informed by theory. Many dashboard designs struggle to translate awareness of learning processes into actual self-regulated learning. In this study we investigate a Learning Analytics dashboard based on existing evidence on social comparison to support motivation, metacognition and academic achievement. Motivation plays a key role in whether learners will engage in self-regulated learning in the first place. Social comparison can be a significant driver in increasing motivation. We performed two randomised controlled interventions in different higher-education courses, one of which took place online due to the COVID-19 pandemic. Students were shown their current and predicted performance in a course alongside that of peers with similar goal grades. The sample of peers was selected in a way to elicit slight upward comparison. We found that the dashboard successfully promotes extrinsic motivation and leads to higher academic achievement, indicating an effect of dashboard exposure on learning behaviour, despite an absence of effects on metacognition. These results provide evidence that carefully designed social comparison, rooted in theory and empirical evidence, can be used to boost motivation and performance. Our dashboard is a successful example of how social comparison can be implemented in Learning Analytics Dashboards.
MULTIFILE
Gamification in education has gained momentum as a means to improve students’ motivation and learning outcomes. This study evaluates the effect of gamification on the engagement and performance of first students in the International Supply Chain Management course at a University of Applied Sciences. Several students were exposed to the pilot of The Fresh Connection compact, a simulation game which was implemented between May to June 2025. Based on 350 observations, students are categorized as control group (without exposure to game, n=217) and treatment group (with exposure to game, n=133). These groups were further divided based on individual’s average grade in midterm and final exams: pass (grade ≥5.5) or fail (grade ˂5.5). The dataset is supplemented by a survey conducted among students that played the game. Results show significant difference between 78% of students who participate in the game and took both exams (78%) versus 44% of students who do not participate in the game (p-value = 9.39e-10), as well as between students’ participation in the game and their exam performance (p-value = 7.17e-13). However, there is no significant difference in the performance of students in the exam with exposure versus without exposure to the game when filtering out students who did not take one or both exams. Overall, the survey shows significant satisfaction of students in using the game (71%), although some students would like to see tighter integration of the game in course assessment. Learnings from this pilot will be used to improve student engagement and passing rate.
MULTIFILE
This study evaluates the effect of gamification on the engagement and performance of first-year students in the International Supply Chain Management course at a University of Applied Sciences. Several students were exposed to the pilot of The Fresh Connection compact, a simulation game which was implemented between May to June 2025. Based on 350 observations, students are categorized as control group (without exposure to game, n = 217) and treatment group (with exposure to game, n = 133). These groups were further divided based on individual’s final grade: pass (grade ≥ 5.5) or fail (grade ˂5.5). The dataset is supplemented by a survey of students that played the game. Results show significant difference between students who participate in the game and took both exams (78%) versus 44% of students who do not participate in the game (p-value = 9.39e−10), as well as between students’ participation in the game and their exam performance (p-value = 7.17e−13). Overall, the survey shows significant satisfaction of students in using TFC game (71%), although some students would like to see tighter integration of the game in course assessment. Learnings from this pilot will be used to improve student engagement and passing rate.
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The thoracic and peritoneal cavities are lined by serous membranes and are home of the serosal immune system. This immune system fuses innate and adaptive immunity, to maintain local homeostasis and repair local tissue damage, and to cooperate closely with the mucosal immune system. Innate lymphoid cells (ILCs) are found abundantly in the thoracic and peritoneal cavities, and they are crucial in first defense against pathogenic viruses and bacteria. Nanomaterials (NMs) can enter the cavities intentionally for medical purposes, or unintentionally following environmental exposure; subsequent serosal inflammation and cancer (mesothelioma) has gained significant interest. However, reports on adverse effects of NMon ILCs and other components of the serosal immune systemare scarce or even lacking. As ILCs are crucial in the first defense against pathogenic viruses and bacteria, it is possible that serosal exposure to NMmay lead to a reduced resistance against pathogens. Additionally, affected serosal lymphoid tissues and cells may disturb adipose tissue homeostasis. This review aims to provide insight into key effects of NMon the serosal immune system.
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Background: With increasing knowledge on the adverse health efects of certain constituents of PM (particulate matter), such as silica, metals, insoluble ions, and black carbon, PM has been under the attention of work safety experts. Previously, we investigated the perceptions of blue-collar workers in highly exposed areas of work. Subsequently, we developed an instruction folder highlighting the most important aspects of PM risk and mitigation, and tested this folder in a digital experiment. The digital experiment yielded positive results with regards to acquired knowledge about PM, but did not on risk perception or safety behavior. Methods: In this study, we investigate the efects of the folder when combined with a practical assignment involving a PM exposimeter, showing the amount of particulate matter in microgram per cubic meter in real time on its display for various activities. We tested this at six workplaces of four companies in the roadwork and construction branch. Results: The results indicate that the folder itself yields an increased knowledge base in employees about PM, but the efects of the practical assignment are more contentious. Nevertheless, there is an indication that using the assignment may lead to a higher threat appraisal among employees for high exposure activities. Conclusion: We recommend implementing our folder in companies with high PM exposure and focusing further research on appropriate methods of implementation.
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BACKGROUND: Work-related musculoskeletal disorders (WMSDs) are a key topic in occupational health. In the primary prevention of these disorders, interventions to minimize exposure to work-related physical risk factors are widely advocated. Besides interventions aimed at the work organisation and the workplace, interventions are also aimed at the behaviour of workers, the so-called individual working practice (IWP). At the moment, no conceptual framework for interventions for IWP exists. This study is a first step towards such a framework.
METHODS: A scoping review was carried out starting with a systematic search in Ovid Medline, Ovid Embase, Ovid APA PsycInfo, and Web of Science. Intervention studies aimed at reducing exposure to physical ergonomic risk factors involving the worker were included. The content of these interventions for IWP was extracted and coded in order to arrive at distinguishing and overarching categories of these interventions for IWP.
RESULTS: More than 12.000 papers were found and 110 intervention studies were included, describing 810 topics for IWP. Eventually eight overarching categories of interventions for IWP were distinguished: (1) Workplace adjustment, (2) Variation, (3) Exercising, (4) Use of aids, (5) Professional skills, (6) Professional manners, (7) Task content & task organisation and (8) Motoric skills.
CONCLUSION: Eight categories of interventions for IWP are described in the literature. These categories are a starting point for developing and evaluating effective interventions performed by workers to prevent WMSDs. In order to reach consensus on these categories, an international expert consultation is a necessary next step.
KEYWORDS: Work related risk factors, Occupational training, Ergonomic interventions, Musculoskeletal diseases, Prevention and control
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