The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
Effectiveness of immersive Virtual Reality in Reducing Anxiety and Pain in Cancer Patients During Chemotherapy
Introduction: Cancer treatment, especially chemotherapy, not only causes adverse physical effects but also has a significant emotional impact on patients, manifesting as anxiety, depression, fear, and pain. In response to this situation, Immersive Virtual Reality (IVR) has emerged as a non-pharmacological intervention capable of improving the patient experience through sensory distraction, relaxation, and reduction of suffering. Its effectiveness is based on Melzack and Wall's Gate Control Theory of Pain, which explains how certain stimuli can inhibit the perception of pain. Objective: To evaluate the effectiveness of IVR as a complementary non-pharmacological intervention for reducing anxiety and pain in cancer patients undergoing chemotherapy. Methodology: A systematic review was conducted under the PRISMA 2020 guidelines, using a qualitative-descriptive approach. Studies in English and Spanish published between 2014 and 2025 were included, consulting 10 databases (PubMed, Scopus, SciELO, among others). The search strategy used DeCS and MeSH terms combined with Boolean operators. Filters were applied to include only studies with full text and open access. The target population was adults undergoing active treatment with pain and anxiety. Results were evaluated using validated scales such as EVA, HADS-A, STAI, NRS, BPS, and ESCID. The research question was formulated according to the PICO model. Results: The included studies show that Immersive Virtual Reality (IVR) significantly reduces anxiety and pain in cancer patients during chemotherapy. Decreases of 30–45% were reported on the STAI scale and 25–40% on the HADS-A. In terms of pain, reductions were 20–50% on the VAS and 35% on the NRS. In addition, there was a reduced need for anxiolytics (20–30%) and greater satisfaction in 70% of patients. The BPS and ESCID scales also reflected behavioral improvements. These results support the effectiveness of IVR as a complementary intervention, although larger and more standardized studies are still needed. Conclusion: IVR is an effective, safe, and humanizing intervention that can complement oncological treatment and significantly improve the patient experience during chemotherapy.
Copyright (c) 2025 Jeannette Mercedes Acosta Nuñez , Estefanía Alexandra Acosta Yansapanta, Sheila Melany Tacuri Pérez, Lisseth Monserrath Defaz Defaz, Anderson Jose Sangacha Yugsi, Beatriz Venegas Mera, María Marlene Chisag Guamán, Fabiola Beatriz Chasillacta Amores, Andrés Chérrez-Ramírez, Christopher Hilario Acosta Nuñez (Author) https://creativecommons.org/licenses/by/4.0
Research on Computer Vision Teaching of Mongolian Silver Jewelry Making Techniques
Introduction：Jewelry making is an integral part of Mongolian craftsmanship, reflecting the country's rich cultural heritage and artistic traditions. However, traditional methods often lack mechanisms for real-time feedback, limiting learner’s ability to detect and correct production defects. To address this issue, this research introduces computer vision-based teaching framework that integrates Deep learning (DL) for analyzing handcrafted silver jewelry, enhancing learning outcomes and preserving traditional artistry. Method：The research utilizes the open-source Mongolian Silver Jewelry Defect Dataset (MSJDD) from Kaggle, comprising 1,050 samples of handcrafted jewelry. A Scalable Transient Search-tuned Multi-Cascaded Convolutional Neural Network (STS-MCCNN) model was developed to classify jewelry pieces, identify surface defects, and evaluate craftsmanship quality. The dataset was preprocessed using Min-max scaling to reduce noise, while Principal Component Analysis (PCA) was applied to improve feature extraction. The AI-driven interface enables users to input jewelry characteristics, receive automatic defect analysis, and visualize analytical heat maps highlighting critical defect zones, supported by an adaptive feedback mechanism for skill refinement. Results：Experimental evaluations revealed that the proposed STS-MCCNN model achieved 98.5% accuracy, 98.36% recall, and 98.25% F1-score, supporting its high reliability in defect detection and craftsmanship evaluation. Moreover, the integration of real-time feedback significantly improved learner engagement and precision in jewelry-making techniques. Conclusions：This research demonstrates how combining traditional artistry with AI technologies can preserve and modernize Mongolian jewelry-making practices. The proposed STS-MCCNN method enhances both learning and cultural continuity, offering a sustainable pathway for advancing artisan education and safeguarding intangible cultural heritage.
Scalable Transient Search-tuned Multi-Cascaded Convolutional Neural Network (STS-MCCNN)
Copyright (c) 2025 Xi Jun, Battsooj Sukhbayar (Author) https://creativecommons.org/licenses/by/4.0
Study on the impact of artificial intelligence tools in the development of university classes at the school of communication of the Universidad Nacional José Faustino Sánchez Carrión
Technological progress has led to the development of computational elements applicable in various spheres of human activity. Artificial Intelligence (AI) stands out, whose growth is transforming, among other aspects, how students experience the educational process. In this context, this study aims to evaluate the impact of the use of AI tools in university classes of students at the Academic Professional School of Communication Sciences of the Universidad Nacional José Faustino Sánchez Carrión (Lima, Peru). Following a quantitative approach with experimental scope, three working days focused on the use of three AI tools applied to the subjects of Journalistic Writing, Advertising Writing and Audiovisual Communication. Eighty-four students from the fifth, seventh and ninth cycles of studies at the aforementioned school participated. The results indicate that students value the relevance of AI tools in their academic training and professional development. However, difficulties related to internet connectivity for optimal performance of AI platforms and full utilization of their benefits are highlighted. The study concludes by emphasizing the need for more spaces for the dissemination and socialization of experiences on the potential of AI, with a view to expanding and connecting the university academic community.
Information And Communication Technologies
Copyright (c) 2023 Gonzalo Junior Junco Luna (Author) https://creativecommons.org/licenses/by/4.0
Effect of immersive virtual reality as a therapeutic strategy in university students with neck pain
Introduction: imersive virtual reality as been shown to have analgesic effects by facilitating attentional distraction and altering pain perception. Its implementation in therapeutic settings could result in significant functional improvements, particularly for college students suffering from neck pain. Objective: the purpose of this study is to evaluate the impact of immersive virtual reality as a therapeutic strategy for pain management and cervical range of motion among university students through a systematic review with meta-analysis. Methods: a systematic review was conducted following the PRISMA guidelines, exploring the PubMed and ScienceDirect. Research published in the last five years that applied interventions using virtual reality in young adults with neck pain was included. Methodological quality was assessed using the PEDro scale. In addition, a meta-analysis was performed on three selected studies that reported information related to cervical range of motion, using standardized effect size and a random effects model. Results: The meta-analysis revealed a significant improvement in cervical ROM after virtual reality-based interventions, especially during rotational movements. The combined effect size was moderate to large (SMD: 0,70–2,47), showing statistically significant results in all studies analyzed. Overall, the methodological quality was considered good (PEDro ≥6). Conclusions: Immersive virtual reality appears to be an effective tool for improving cervical range of motion among students with clinically relevant neck pain; therefore, its integration into university rehabilitation programs is suggested, as well as further clinical research using larger samples.
Fabricio Alejandro Vásquez de la Bandera Cabezas
Copyright (c) 2025 Paola Gabriela Ortiz Villalba, Víctor Santiago Manzano Villafuerte, María Belén Eugenio Arias, Mateo Josué Mayorga Zaldaña, Alexander Josué Monge Roque, Fabricio Alejandro Vásquez de la Bandera Cabezas, Jeannette Mercedes Acosta Nuñez, Melany Katherine Defaz Rea, Josselyn Gabriela Bonilla Ayala, Christopher Hilario Acosta Nuñez (Author) https://creativecommons.org/licenses/by/4.0
The Evolution of the Public Sphere: Interactivity, the Influence of Digital Media, and the Sociocultural Aspect
Introduction: the current priorities in the development of civil society is the active transformation of communication strategies and cultural foundations under the influence of digitalization processes. Today, the public must realize how to respond to new social phenomena – the removal of information from human memory, artificial intelligence, “designed children,” etc. Objective: the aim of this study is to provide an in-depth analysis of the evolution of the public sphere in terms of interactivity, the influence of digital media, and sociocultural dynamics. Method: The study uses analytical and synthetic methods, comparison, generalization, and abstraction. Results: the article examines the potential of the global network and media resources in the context of their influence on social development, the promotion of social trends, and the actualization of trends. The potential advantages and associated risks of large-scale digitalization of the communicative public space are highlighted. It is found that the modern algorithmic nature of sociocultural processes could potentially lead to the risk of personality transformation and absorption by the digital environment, which would have a destructive impact on social development processes. The article examines the characteristics of contemporary social impact projects. The public is undergoing radical transformations, which may become a prerequisite for a fundamental change in the trajectory of promising sociocultural development. The author substantiates how the integration of digital technologies affects cultural development and democratic processes. The author analyzes models of modern management mechanisms against the backdrop of active European integration processes. Conclusions: it is proven that the current stage of social development is accompanied by a number of problems in the field of communication, which requires high-quality interaction in the social environment based on the synergy of the sociocultural foundation, sustainable national identity, and information and communication technologies.
Copyright (c) 2025 Mykola Rusyniuk, Oleksii Bashmanivskyi , Lesia Pron , Dariia Smolych (Author) https://creativecommons.org/licenses/by/4.0
The Application of Virtual Reality in Folk Dance Teaching in Shanxi
Introduction: Folk dance holds a vital place in the cultural heritage of Shanxi, reflecting deep-rooted traditions, regional diversity, and community identity. However, urbanization, changing lifestyles, and declining adolescent interest make it increasingly difficult to preserve and transmit this art form to future generations. Objective: This research aims to investigate the effectiveness of virtual reality (VR) technology in enhancing the instruction and learning of Shanxi folk dance. Method: A quasi-experimental design was employed involving 265 students from various educational institutions in Shanxi Province. Participants were randomly divided into two groups: the experimental group received VR-based folk-dance instruction, while the control group underwent traditional face-to-face teaching. A pre-test and post-test assessment framework evaluated dance performance, cultural knowledge retention, and learning engagement. Quantitative data were analyzed using statistical methods, including paired sample t-tests, chi-square tests, and ANOVA to compare mean differences between groups. Results: The experimental group demonstrated a significant improvement in dance skill acquisition (M = 87,4, SD = 5,9) compared to the control group (p < 0,001). Retention of cultural knowledge also improved more in the VR group (p=0,003) A two-way ANOVA revealed a significant interaction between teaching method and student engagement levels (p=0,014). Qualitative feedback indicated that VR learners experienced increased motivation, autonomy, and cultural appreciation. Conclusions: VR-based instruction effectively enhances technical dance skills and fosters cultural immersion. The research recommends integrating VR tools into folk dance curricula to modernize heritage education and improve accessibility for younger generations.
Copyright (c) 2025 Bowen Zhang , Sri Ningsih Sukirman , Sharip Zainal Bin Sagkif Shek (Author) https://creativecommons.org/licenses/by/4.0
Virtual citizenship and CSR in the metaverse: political participation, corporate accountability, and firm output in a technological age
This study examined virtual citizenship and CSR in the Metaverse: political participation, corporate accountability, and firm output in a technological age. The researchers employed a conceptual model of connection between virtual citizenship, political involvement, CSR, corporate responsibility, and firm production within the Metaverse. In the Metaverse, corporate social responsibility cannot be viewed only through the perspective of philanthropy or reputational management. Rather, it is part of governance, fulfilling such needs as data privacy, the fairness of the algorithm, or its accessibility The study result findings reveal that accountability is one of the determinants of firm output. Most of the literature has presumed that accountability is a compliance concern but this framework makes accountability a strategic resource. The study results also indicate that being a citizen in the Metaverse does not only symbolize that but rather forms a political agency. Virtual citizens have an ability to organize themselves, affect governance institutions and pressure companies to act responsibly. It was concluded in the study that, to be a successful firm in the Metaverse, it is important not only to be economically successful but also to be inclusive, legitimate, and accountable. It is necessary to empirically test and refine these insights by future empirical research. It was recommended in the study that firms, which incorporate CSR into their Metaverse practices, have a higher chance to experience competitive advantage, enhanced legitimacy, and increased long-term output.
Copyright (c) 2025 Ajueyitse Martins Otuedon, Kestin Ebimorbowei Pondi, Michael Ifeanyi Anoka, Ochuko Joy Edheku, Theresa Nkechi Ofor, Samuel Ejiro Uwhejevwe-Togbolo (Author) https://creativecommons.org/licenses/by/4.0
Students receive multi-dimensional discussions on technology in virtual classroom
Introduction: Virtual learning is becoming increasingly prevalent, and there is a growing need for teaching strategies that enhance student engagement and critical thinking. Multi-dimensional discussions addressing technology from technical, social, and economic perspectives provide an approach for a comprehensive understanding in virtual classrooms. Objective: This analysis aims to investigate the influence of multidimensional discussions on student engagement, comprehension, critical thinking, retention rate, participation frequency, and student satisfaction in a virtual classroom environment using statistical evaluation. Method: A six-week program was implemented across four virtual classrooms with 348 students. A different technology-related theme was examined each week through guided, multidimensional discussions that encompassed educational, technical, social, and economic aspects within the context of a structured virtual classroom environment. Quantitative data were collected using pre- and post-session tests, engagement tracking, and peer evaluations. To evaluate improvements in learning outcomes, statistical techniques such as descriptive statistics, paired t-tests, and Pearson correlation analyses were used with IBM SPSS software 26, 0. Results: Student engagement levels increased from post-intervention (p < 0, 0001). Comprehension test scores improved by 13, 80 on average (pre = 64, 3, post = 78, 1, p < 0,001). Critical thinking scores and the variety of conversation aspects showed a moderately significant connection (r = 0, 60). Peer evaluation indicated enhanced argumentation skills and increased confidence in expressing viewpoints. Conclusion:Multi-dimensional discussion in virtual classrooms boosts student engagement and technology comprehension that facilitates learning and critical thinking, an important tool in online education.
Copyright (c) 2025 XuBiao Yin, Changsheng Yu, Jinghong Liu (Author) https://creativecommons.org/licenses/by/4.0
Virtual Reality as a Tool for Developing Intercultural Competence in the Global Educational Space
Introduction: The study investigated the effectiveness of virtual reality (VR) technology in developing intercultural competencies among university students within the context of global education. Objective: To evaluate the impact of virtual reality-based educational interventions on the development of intercultural competence, empathy, and intercultural communication skills among university students compared to traditional learning methods. Methods: A quasi-experimental design was employed with 120 participants aged 18–24 years from four universities in Ukraine, Spain, Poland, and Colombia. Stratified random sampling was used to ensure cultural diversity. The experimental group (n = 60) received VR-based intercultural communication training, while the control group (n = 60) followed traditional learning methods during a 14-day intervention. Data were collected using the Intercultural Competence Index (ICI) and the Intercultural Perspective Questionnaire (IPAQ) in pre- and post-intervention assessments. Statistical analysis included independent samples t-tests and descriptive statistics at a significance level of p < 0.05, with Cronbach’s alpha coefficients above 0.8 confirming instrument reliability. Results: The VR group demonstrated a significant improvement in overall intercultural competence (M = 78.9 vs M = 64.1, t = 6.42, p < 0.001) compared to the control group. Notable gains were also observed in empathy (t = 5.21, p < 0.001), communication flexibility (t = 4.83, p < 0.001), and tolerance (t = 3.12, p = 0.003). Conclusions: VR-based training proved effective in enhancing intercultural awareness, empathy, and adaptive communication skills. These competencies are crucial for fostering global citizenship and preparing students for participation in a culturally diverse educational environment.
Copyright (c) 2025 Olena Nevoenna, Kyryl Kotun , Oksana Voznyuk , Yuliia Zaverukha, Natalia Kushevska (Author) https://creativecommons.org/licenses/by/4.0
The Dissemination of Social Media and Pop Music: Influence and Trends
Social media has emerged as a dominant force in reshaping pop music is circulated, dissemination, and popularized. Traditional models of music dissemination have shifted toward platform-driven dynamics, allowing rapid trend formation and widespread audience engagement. This research aims to analyze the role of social media platforms in the dissemination of pop music and to identify emerging trends and influence patterns that affect music popularity in the digital era. A quantitative approach is employed using data from 476 pop songs that appeared on the TikTok, Instagram, YouTube, Spotify, and Viral charts from 2018 to 2024. Metrics included are engagement rates (likes, shares, comments), streaming volumes, hashtag usage, platform of origin, and viral duration. Statistical techniques such as descriptive analysis, Pearson correlation, multiple linear regression, and time-series trend analysis are applied to examine relationships and predict dissemination behavior. Findings indicate a strong correlation between TikTok engagement and Spotify streaming volumes (β = 0.33, p < 0.001). Regression analysis showed that social media metrics explained 69% of the variance in streaming popularity. Time-series analysis revealed that viral songs peak earlier and fade faster than songs promoted by traditional media. Social media significantly influences the dissemination of pop music, accelerating exposure and shaping listener behavior. While it democratizes access to audience attention, it also introduces volatility and short-lived popularity cycles, suggesting a dual role in amplifying and destabilizing music trends.
Copyright (c) 2025 Mingyuan Chen, Kim Hyun Tai (Author) https://creativecommons.org/licenses/by/4.0
Digital Art as a Tool for Social Influence in the Modern Media Space and Metaverse
Introduction: the current research examines the evolving nature of digital art, specifically virtual galleries, NFTs, and AR/VR installations. The primary emphasis is on the metaverse and its impact on society within the Ukrainian context. In Ukraine, digital art has been steadily developing irrespective of significant economic and infrastructural constraints. Several local artists are attempting to become influential in the NFT space. However, metaverse technologies often remain limited. Hence, the study identifies gaps in comprehending the expanded potential of digital art and its capability to enhance major social changes in such countries as Ukraine. Methods: this qualitative research presupposes the use of case studies, online interviews, and a content analysis of social media (Twitter and Instagram) posts. Thematic analysis has resulted in the organization of findings into the following categories: forms of digital art, social impact of digital art, challenges associated with digital art use in Ukraine, and metaverse engagement. Results: the results received indicate that digital art in the metaverse can increase public awareness and has significant fundraising opportunities. However, broader participation in this country is limited. Conclusions: digital art is applied in Ukraine to attract global attention to the war. This indicates the multifaceted capabilities of art and a tool for impacting society.
Copyright (c) 2025 Inna Petrova, Uliana Maraieva, Liudmyla Dobrunova , Halyna Mylenka , Lyudmyla Rakityanska (Author) https://creativecommons.org/licenses/by/4.0
Digital Health Technology in the Metaverse Era: Innovations and Policy Critiques in Developing Countries
Digital health technology becomes a transforming power in the Metaverse age to solve healthcare issues in impoverished nations. Particularly in low- and middle-income nations (LMICs) where access to excellent treatment remains limited, innovations such as artificial intelligence (AI), mobile health (mHealth), electronic health records (EHR), and telemedicine are changing the way healthcare is delivered. Emphasizing successful projects like Baano, Hello! Caafi, and the Ayushman Bharat Digital Mission, this paper investigates innovative uses of digital health in countries including Somalia and India. Infrastructural shortcomings, inadequate digital literacy, financial shortages, and uneven regulatory systems impede widespread adoption despite these developments. Important obstacles include data security and policy consistency with global objectives as the WHO Global Strategy on Digital Health 2020–2025. Based on worldwide case studies, this article emphasizes the pressing need for more investment in digital infrastructure, better policy consistency, and capacity-building projects. Equitable and sustainable integration of digital health technologies depends on cooperative efforts of governments, healthcare providers, and communities. The results provide insightful analysis of possible routes for digital health evolution as well as strategic recommendations for future study and policy creation.
Copyright (c) 2025 Ifdil Ifdil, Annisaislami Khairati, Rima Pratiwi Fadli , Dominikus David Biondi Situmorang (Author) https://creativecommons.org/licenses/by/4.0
Combating Information and Psychological Operations Through Youth Media and Information Literacy Development
The article is devoted to the study of the role of ethical, cultural, and philosophical aspects in the process of forming media literacy and digital communication culture among young people, considering them as key factors in counteracting information and psychological operations (PSYOP) in the modern information space. The paper argues that the comprehensive development of these components in the younger generation contributes to the formation of critical thinking, responsible online behavior, and the ability to recognize and effectively resist manipulative influences. The relevance of the study is determined by the rapid growth of information aggression and disinformation, which poses a significant threat to national security, social stability, and the personal development of young people. In the context of hybrid wars and the active use of digital platforms to spread hostile propaganda, it is strategically important to develop a media-literate and ethically responsible younger generation. Insufficient media literacy makes young people particularly vulnerable to manipulation, fake news, and psychological influence, which undermines their ability to make informed decisions and take an active civic stance. In this context, research into the ethical, cultural, and philosophical foundations of media literacy and digital culture is particularly important, as these aspects lay the foundation for critical thinking about information, understanding of socio-cultural contexts, and awareness of responsibility for one's own actions in the online environment. The research methodology is based on a combination of theoretical and analytical methods. The main methods used were: critical analysis of scientific literature on media literacy, digital culture, information security, ethics, cultural studies, and philosophy; synthesis and generalization of the data obtained to identify key concepts and interrelationships; deduction and induction to specify theoretical provisions and identify practical examples; comparative analysis of existing approaches and strategies for developing media literacy and counteracting PSYOP; interpretation and conceptualization of research results to substantiate the role of ethical, cultural, and philosophical aspects in the context under study. The results of the study demonstrate that ethical education within the framework of media literacy contributes to the formation of a responsible attitude of young people towards information and an understanding of the principles of honesty, objectivity, and respect in the digital environment. The development of a culture of digital communication that takes into account the cultural context and principles of netiquette is important for preventing cyberbullying and hate speech and promotes tolerance and intercultural dialogue. A philosophical approach to media literacy emphasizes the development of critical thinking, the ability to analyze information, identify manipulative techniques, and form one's own informed judgments. Research confirms that the integration of ethical norms, cultural understanding, and philosophical reflection in the process of developing media literacy and digital culture significantly increases young people's resilience to information and psychological operations, making them less vulnerable to disinformation and manipulation. The conclusions of the study are that ethical, cultural, and philosophical aspects are fundamental components of the effective formation of media literacy and digital communication culture among young people as an effective way to counteract information and psychological operations. The development of responsible online behavior, understanding of cultural diversity, and critical thinking based on philosophical principles enable young people to consciously shape their information space, recognize manipulative techniques, and counteract disinformation. Integrating these aspects into educational programs and initiatives is key to raising a generation capable of critical thinking, acting responsibly in the digital space, and effectively countering information threats, which is an important investment in the future of information security and societal resilience.
information and psychological operations
Copyright (c) 2025 Anastasiia Bessarab, Inna Penchuk, Vitalii Babenko, Galyna Volynets, Andrii Pihura (Author) https://creativecommons.org/licenses/by/4.0
Application of Virtual Reality Platforms in Teaching Art Disciplines as a Factor of Creative Development
Introduction: the article examines the importance and effectiveness of applying VR tools in teaching design and music. It emphasizes the positive influence of VR on the development of creative thinking, visualization ability, and an experimental approach among students in the Ukrainian specialty B2 "Design" and students in music programs. Methods: a cross-group experimental design was employed to monitor changes in students’ creative abilities under varying learning conditions. Results: fndings from a survey of 60 students across two academic groups are presented; most expressed a positive attitude toward VR as a tool for developing professional skills. The key advantages of introducing VR into art education are outlined, including increased motivation, individualized learning, and the ability to create complex creative environments. At the same time, ethical, technical, and social issues related to the use of VR and artificial intelligence are acknowledged. Conclusion: the study concludes that modern digital technologies should be integrated with traditional forms of creativity to build a purposeful and balanced learning environment.
Copyright (c) 2025 Ihor Kostenko, Viktoriia Mulkokhainen, Rufina Dobrovolska , Tetiana Zavadska , Iryna Kodenko (Author) https://creativecommons.org/licenses/by/4.0
Language shifts in the digital age: the transformation of lexical and grammatical structures under the influence of social networks
The article examined the role of digital linguistics—particularly mobile applications and educational games—in enhancing foreign language (English) learning within a university setting. It highlighted how the rapid development of digital linguistics transformed educational approaches and expanded opportunities for individualized learning. The study outlined the methodological foundations of applying digital linguistics in higher education, assessed the didactic potential of widely used mobile applications for learning English, and evaluated the effectiveness of digital games in the instructional process. The research employed a combination of theoretical and empirical methods, including analysis, synthesis, a pedagogical experiment, statistical tools, and mathematical analysis. Special focus was given to the use of Kahoot, an interactive digital game platform. The findings identified two primary patterns: while the use of Kahoot enhanced vocabulary and grammar acquisition, its effectiveness varied in terms of consistent assessment of grammatical and lexical skills. Nevertheless, the integration of the platform intensified the learning experience and significantly boosted student motivation. The study concluded that the current paradigm of digitalization and gamification fostered the development of digital linguistics as an interdisciplinary and integrative field, encompassing areas such as machine translation, computer lexicography, national corpora, and language resource development. The results offered both theoretical and practical value and could be applied by educators and students alike. The study recommended the implementation of Kahoot in at least two instructional formats: under direct teacher supervision and as an independent extracurricular activity.
Copyright (c) 2025 Liudmyla Ovsiienko, Olena Kulyk, Larysa Kardash, Olena Makarchuk, Svetlana Boyko (Author) https://creativecommons.org/licenses/by/4.0
Benefits of using Chat Generative Pre-Trained Transformers (ChatGPT) for human safety from major disaster: What do we need to do before, during, and after a solar storm?
Objective: This paper aims to indicate to the general the to-do list before, during, and after the major disaster to man survive in case of a solar storm. Design/Methodology/Approach: General is a to-do list item before, during, and after a solar storm. As a reference, I also had an interview with ChatGPT. There are six main questions that are very important to discuss during the interview. Findings: It has been proven that ChatGPT provides many logical recommendations that can be applied by everyone worldwide, without exception, so there is no one left behind. This corresponds to the goals of the Sustainable Development Goals. Conclusion: Humans need to be prepared before, during, and after a major disaster, in this case, solar storms for us to survive the threat we are facing. There are potential limitations to each disaster, but preparation and adequate information can significantly increase our survival and reduce the impact on our living conditions.
chat generative pre-trained transformers
Copyright (c) 2025 Dominikus David Biondi Situmorang (Author) https://creativecommons.org/licenses/by/4.0
Scientific analysis of the productivity of using AI in mastering languages and interpretation
Modern education has been influenced by digitalization, including artificial intelligence. The impact of AI on foreign language learning and its role in translation is controversial, in particular due to its slow implementation in the educational process. Therefore, the purpose of our study was to determine the level of implementation of artificial intelligence in the educational process in university and to identify the factors that influence its effectiveness in acquiring language competence. To achieve this goal, the following methods were used: bibliographic and analytical, survey, induction, deduction, testing, comparative and statistical with the determination of Student's t-test. The results of the study showed that fourth year students were highly aware of the capabilities of artificial intelligence for automatic translation and automatic text creation. At the same time, the use of artificial intelligence had a negative impact on students' motivation to learn. Another negative aspect was the low level of popularization of the use of programs with artificial intelligence algorithms in universities. After analyzing the test results of students who have completed an English language course using an AI program, it was found that the effectiveness of artificial intelligence increases with the presence of a mentor lecturer. Thus, artificial intelligence systems should be implemented in the educational process of learning foreign languages in cooperation with a mentor lecturer, which will increase their effectiveness and offset the negative impact of artificial intelligence on students' motivation to learn.
Copyright (c) 2025 Tetiana Yefymenko , Oksana Boiko, Artur Gudmanian, Volodymyr Pavlov, Alina Velyka (Author) https://creativecommons.org/licenses/by/4.0
Transforming Foreign Language Education: The Role of AI-Based Adaptive Learning Systems in Enhancing Personalized Learning Amid Global Instability
The article addressed the urgent issue of personalized foreign language learning during periods of instability, such as war, economic crises, and pandemics. It explored the effectiveness of using educational technology (EdTech) and artificial intelligence (AI) to adapt the learning process to individual student needs. The aim of the study was to analyze the mechanisms of integration of adaptive AI systems in foreign language teaching to achieve maximum personalization of learning and to develop recommendations for their effective use in order to increase the resilience of the educational process to the challenges of global instability. The focus lay on developing future foreign language teachers’ metacommunicative competence, encompassing both organizational (grammatical and textual) and pragmatic (illocutionary and sociolinguistic) components. The study, conducted at Vasyl Stefanyk Precarpathian National University, analyzed students’ awareness of and readiness to use AI in language instruction. The article provided clear recommendations for the effective application of AI tools, including personalized learning, spoken language practice, writing skill development, interactive instruction, and the integration of online resources. Findings indicated that AI-supported foreign language teaching enhanced motivation, improved learning efficiency, and increased accessibility while fostering essential 21st-century skills. However, the research also emphasized the need to address ethical concerns and ensure high-quality teacher training for the successful integration of such technologies. The study identified various AI tools that supported students in enhancing their language proficiency and presented examples of the most commonly used ones. It concluded that AI had the potential to make language learning more personalized, engaging, and effective, especially in contexts marked by instability. The article was intended for teachers, methodologists, students, and all those interested in innovative approaches to foreign language education in challenging circumstances.
Copyright (c) 2025 Roman Poznanskyy, Liliia Pryimak, Halyna Apelt, Nadiia Savchuk, Liliia Kopchak (Author) https://creativecommons.org/licenses/by/4.0
Personalized Educational Routes with Integration of Media Communication Space
Introduction: The growing practical impact of innovative media and communication technologies on the educational environment is currently gaining particular relevance. The dynamics of educational needs within modern higher education and the new challenges of global social digitalization require the development and implementation of individual learning paths. The research is devoted to the formation and development of individual learning trajectories for students of the third (educational and scientific) level of higher education (field of knowledge 01 "Education/Pedagogy", specialty 011 "Educational, Pedagogical Sciences") through innovative media and communication opportunities. The purpose of the article is to provide an extended analysis of the potential benefits and challenges of modern media and communication technologies in the higher education environment. Methods: Analysis and synthesis were used for a comprehensive study of scientific approaches to the definitions, essence and functionality of the media and communication environment in higher education. Results: The technology of forming individual learning trajectories in the media and communication environment is considered. A pedagogical experiment with the use of innovative educational tools was conducted. The main advantages of introducing media and communication elements in higher education are determined, including increasing the motivation of students, increasing the level of learning, individualizing learning and developing inclusiveness. The essential foundations of modern communicative and cultural social progress are highlighted. It has been established that the active use of the media and communication environment allows the formation of individual learning trajectories and contributes to the improvement of the digital competence of participants in the educational process. The main challenges of the studied process are identified, including the insufficient digital competence of teaching staff, uneven resource provision and a unified strategy for digital education upgrade. Conclusions: The practical significance of the research results is seen in proving the effectiveness of the strategy of individualization of higher education through the active integration of media and communication tools.
Copyright (c) 2025 Olena Shvetsova, Iryna Tamozhska, Tetiana Nyzhnyk, Tetiana Zhytnik, Viktoriia Kuleshova (Author) https://creativecommons.org/licenses/by/4.0
Analysing Fake News through Linguistics: Detecting Manipulation Tactics
Introduction: The purpose of this study is to look at how fake news in English is written and how it affects people’s opinions. This topic is necessary because disinformation now has a major impact on our views about the COVID-19 pandemic, politics and climate change. Methods: The research includes several strategies like content analysis, discourse analysis, psycholinguistic techniques and comparative analysis. Samples of fake news articles that totaled 75 were selected from different social media sites and were compared with other news stories on the same subjects. Results: It has been shown that fake news often uses strong language, makes exaggerations, states things in a clear way and alludes to respected authorities for support. The most commonly used techniques are playing on people’s fears, changing the facts and using language that divides people. If we compare these articles to authenticate news, we notice many differences in their style, tone and what they try to achieve. Conclusions: Fake news becomes more emotional and easy to share because of the features of language used in them. It points out that developing skills to spot misleading news and creating automated systems to catch misleading content is very important and it asks for further research from experts in other fields.
Copyright (c) 2025 Iryna Moyseyenko , Iryna Odobetska , Andrii Kovalenko , Vladyslav Mozalov , Olha Rud (Author) https://creativecommons.org/licenses/by/4.0
Language Transformations Under the Influence of Artificial Intelligence: Linguistic Trends and Development Prospects
Introduction: The article is devoted to the analysis of the linguistic features of the application of artificial intelligence (AI) on the material of the English and Ukrainian languages. The research material included texts created or processed using AI (in particular, ChatGPT, Google Translate, Grammarly), as well as the results of surveys of these technologies’ users. The aim of the work is to determine the impact of AI on language structure, stylistics, interlingual adaptation and communication. Methods: The study used methods of content analysis, comparative analysis, and expert evaluation. Results: The main results showed that the English language is more adapted for the work of AI, which is manifested in higher accuracy of grammatical and stylistic corrections. The Ukrainian language demonstrates significant challenges for AI, in particular in the reproduction of dialects, stylistic nuances and complex syntactic constructions. AI facilitates interlingual communication, but sometimes leads to the loss of cultural and linguistic features. There are risks of standardizing language norms, which may negatively affect the preservation of unique linguistic feature Conclusions: The results show that there if the need to improve AI algorithms to better adapt to the peculiarities of different languages. The completion of this task presupposes involving linguists to ensure linguistic diversity.
Copyright (c) 2025 Wei Zhang, Inna Zavalniuk, Valentyna Bohatko, Nina Kukhar, Oleksiy Pavlyuk (Author) https://creativecommons.org/licenses/by/4.0
The Impact of Advanced Educational Technologies on Research in the Digital Age
Introduction: Against the backdrop of the rapid dynamics of the educational environment, integration of innovative digital technologies into educational processes is gaining special importance. The integration of innovative digital platforms not only allows for maximum individualization of learning but also provides access to the expanded potential of information and communication resources, which contributes to the development of the main competencies from the category of “soft skills” necessary for the implementation of effective research activities in modern conditions of social development. Objective: Analyzing the practical effects of cutting-edge digital solutions in education on the caliber of research endeavors is the purpose of the research. Methods: The research methodology included analysis, systematization and generalization, as well as the method of expert evaluation and statistical tools (one-tailed t-test). Results: The comparative analysis convincingly demonstrated the effectiveness of the use of digital technologies in the educational sphere in the context of improving the level of research activities. It has been found that the most significant positive impact was experienced by the skills of analytical thinking, independent processing of scientific information, data management and visualization. Conclusions: Statistically significant differences have been identified that demonstrate the potential of digital educational technologies in creating a favorable environment for effective teaching and research activities. It has been proven that innovative teaching technologies stimulate the development of analytical thinking and a number of “soft skills” that expand the ability to process a large amount of information, transform it in the research field and form the latest scientific vision of established processes and phenomena.
Copyright (c) 2025 Andrii Tsyna, Valentyna Tsyna, Serhii Novopysmennyi , Mykola Blyzniuk, Alla Rudencenko, Liudmyla Chystiakova, Vladyslav Boiko (Author) https://creativecommons.org/licenses/by/4.0
Virtual Reality in the Metaverse: A Scopus Literature Review
The bibliometric analysis highlights the rapid growth of research on the metaverse and virtual reality since 2021, driven by technological developments and corporate interests. The data show a clear predominance of technical studies (AI, blockchain, 5G) over social and environmental issues, with sustainability and the digital divide representing less than 5% of publications. Geographically, China, the US, and India concentrate academic production, marginalizing perspectives from the Global South. Although promising applications in resilient agriculture and inclusive design are identified, these remain marginal niches. Security and privacy emerge as recurring concerns, but lack robust ethical frameworks to address emerging risks. Methodological limitations, such as the bias toward English-language publications, reinforce the need to incorporate diverse voices and non-traditional sources. The study concludes that the development of the metaverse requires transdisciplinary approaches, inclusive policies, and critical education to ensure that technological innovation does not reproduce existing inequalities but instead promotes true digital equity.
Copyright (c) 2024 Carlos Alberto Gómez-Cano, Alfredo Javier Pérez Gamboa, Verenice Sánchez Castillo (Author) https://creativecommons.org/licenses/by/4.0
Enhancing the Educational Process through AI and Gamified Learning
AI provides a wide range of tools for creating personalised learning paths and unlocking each student’s potential. The study aims to investigate the effectiveness of integrating AI tools into the educational process to form personalised learning paths. In the study context, the methods of self-assessment, analysis of learning outcomes, and statistical calculation of pedagogical experiment data processing were used. Criteria for the effectiveness of integrating AI into the educational process to develop personalised learning paths have been formed. Based on the outlined criteria and levels of their implementation, the most effective ones are identified through self-assessment. The tools for implementing these AI-based learning tools are outlined. The higher education students for whom the AI-based learning tools were used were divided into clusters according to their professional training: humanities, social sciences, and engineering. The pedagogical experiment compared the learning outcomes of the control group that used randomly selected AI tools and the experimental group that used AI-based learning tools, distributed according to the clusters of professional training. Based on the statistical comparison of learning outcomes, it was determined that the experimental group shows better results. Therefore, the preliminary analysis of AI-based learning tools and their further application by the clusters of professional training is practical.
Copyright (c) 2025 Marianna Zhumbei, Oleg Khairulin, Nadiia Buniak, Mykyta Sapohov , Svitlana Parfilova (Author) https://creativecommons.org/licenses/by/4.0
The metaverse in tension: lines of study and future of the field from the perspective of social sciences
This article analyzes the tensions and emerging lines of research surrounding the metaverse from an interdisciplinary perspective of the social sciences. A bibliometric study (2020-2023) in Scopus identified a predominance of research focused on technological infrastructures—extended reality, blockchain, and artificial intelligence—which contrasts with the scant attention paid to ethical, psychosocial, and environmental implications. While educational and economic applications lead global academic production, topics such as privacy, governance, and digital inequalities remain marginal, revealing a gap between innovation and social critique. In contrast to global agendas, the Latin American context—exemplified by Colombia—faces unique challenges: access gaps, rural exclusion, and risks of digital colonialism, which demand public policies adapted to local realities. The study concludes that the metaverse is not a neutral space, but a field of contestation where corporate interests, historical exclusions, and opportunities for social justice converge. The social sciences emerge as key actors in humanizing its development, integrating critical frameworks that prioritize equity, citizen participation, and sustainability.
Copyright (c) 2024 Verenice Sánchez Castillo, Rolando Eslava Zapata, Guillermo Alfredo Jiménez Pérez (Author) https://creativecommons.org/licenses/by/4.0
Emerging technology and teaching methodologies in virtual learning environments
As the first part of this research, the theories of constructivism and connectivism were explored, focusing on the most prominent authors in the field. The study highlights key concepts and the emergence of emerging technologies (ICTs). The objective of the research is to analyze emerging technologies and the teaching methodologies used by instructors in the Bachelor's Degree in Information Systems Engineering, which is delivered virtually to first-, second-, third-, and fourth-year students at the Faculty of Informatics Mazatlán. A sample of 30 faculty members from the institution was selected for the initial phase. A hybrid methodology was employed, incorporating a questionnaire consisting of 10 Likert-scale items (ranging from Strongly Disagree to Strongly Agree) and four open-ended questions to collect qualitative data. The results indicate that the most commonly used emerging technologies are the Internet of Things (96.7%) and collaborative platforms (93.3%). This suggests that instructors primarily use these technologies for assignments and extracurricular activities, often without providing feedback. Regarding preferred teaching methodologies, the findings reveal that 25% of faculty members favor expository methods, teamwork, and summative assessment. It is recommended to conduct further research on faculty training for the effective implementation of teaching methodologies tailored to each type of emerging technology.
Copyright (c) 2024 Lucio Guadalupe Quirino Rodriguez, Héctor Luis López López, Victor Manuel Martínez García, Andrés Ultreras Rodríguez (Author) https://creativecommons.org/licenses/by/4.0
Interdisciplinary Teaching Strategy for Social Sciences in Primary Education: A Theoretical Proposal with Immersive Virtual Learning Projections
This theoretical article proposes an interdisciplinary teaching strategy for Social Sciences in Primary Education, aimed at transforming traditional pedagogical practices. It integrates critical pedagogy, the competency-based approach, and immersive technologies such as virtual reality and metaverse. Methods: A qualitative, exploratory and propositional approach was adopted. A document-based literature review was conducted using recent studies on immersive learning, interdisciplinary pedagogy, and digital education. The data were analyzed through a comparative and integrative synthesis to design the strategy and assess its alignment with contemporary pedagogical demands. Results: Four key dimensions emerged: (1) the conception of an interdisciplinary teaching strategy; (2) the identification of guiding pedagogical principles; (3) the articulation between critical pedagogy and the competency-based approach; and (4) the projection of the strategy toward immersive virtual learning environments. These elements form a pedagogical model capable of promoting critical thinking, social responsibility, and meaningful learning experiences. Conclusions: The proposed strategy offers a relevant and adaptable pedagogical framework that aligns with 21st-century educational challenges. Although empirical validation has not yet been performed, this theoretical foundation may guide future pilot implementations, expert evaluations, and the development of digital instructional designs.
Copyright (c) 2024 Pericles del Carmen Jáquez Brito, Candelaria Margarita Pelegrino Vargas (Author) https://creativecommons.org/licenses/by/4.0
The application of Artificial Intelligence in rural education at the University level
In recent times, Artificial Intelligence (AI) has begun to make its way in the educational field, especially in the context of virtual spaces. The great challenge currently is for AI to be used in any space regardless of geographical location. Additionally, it can be observed that rural education faces significant challenges, among them the lack of technological resources and limited access to internet connectivity. AI has emerged as a key tool to improve education at any educational level (primary, secondary, university). However, besides the lack of internet connectivity and technological equipment, there is a more complex challenge such as the lack of specialized and trained teachers in technology. The following article aims to show the impact of AI on rural education, with an analytical approach from recent studies that demonstrate how AI can improve the quality of education in communities with technological limitations. In addition, understanding that AI is redefining educational paradigms. The findings of this review support the idea that AI is an indispensable tool to prepare students for an increasingly digitalized future.
Copyright (c) 2024 Mary Lizeth Supelano Londoño (Author) https://creativecommons.org/licenses/by/4.0
Immersive learning in the metaverse: a review of evidence on pedagogical effectiveness and implementation gaps in Higher Education
This study aims to conduct a critical analysis of the impact of the metaverse on higher education. To achieve this, it addresses both the pedagogical effectiveness and implementation gaps of this technology. The authors performed a systematic review of recent literature (2020-2025), identifying that immersive environments like virtual and augmented reality enhance knowledge retention in practical disciplines (medicine, engineering), particularly through surgical simulations or 3D prototyping. However, it must be noted that these benefits depend on intentional pedagogical designs and well-structured curricula, moving beyond reductionist approaches focused solely on technological novelty. While tools like AI enable personalized learning pathways, their integration raises ethical dilemmas, with the literature highlighting key concerns such as biometric data privacy and algorithmic biases. Implementation gaps reveal profound inequalities: universities in developed economies adopt advanced metaverse solutions, while institutions in peripheral regions face technical and training limitations. Furthermore, the STEM-focused approach marginalizes humanities and social sciences, where in-person interaction remains crucial. Sustainability also emerges as a challenge, with little discussion on the environmental or economic costs of infrastructure like 5G or blockchain. From this, we conclude that the metaverse is not a universal solution but rather a resource whose value depends on inclusive policies, faculty training, and robust ethical frameworks. We urge prioritizing hybrid models that balance innovation with equity.
Copyright (c) 2024 Víctor Hugo González Torres , Pedro Luis Bracho-Fuenmayor , Elisabeth Viviana Lucero Baldevenites, Marco Vinicio Carrillo Guerrero, Roberto David Santander Erazo (Author) https://creativecommons.org/licenses/by/4.0
Gamification and digital equity: analysis of educational designs in the metaverse for vulnerable populations
This research critically examines the challenges and opportunities of educational gamification in the metaverse for vulnerable populations by exploring how structural inequalities—technological, cultural, and pedagogical—shape its implementation. Through a thematic analysis of academic literature, case studies, and public policies (2019–2024), five key dimensions are identified: accessibility, ethical dilemmas in personalization, cultural anchoring of gamified narratives, the teacher's role in technological mediation, and digital equity. Despite the metaverse's democratizing potential, findings reveal its tendency to replicate physical exclusions, particularly in contexts of poverty and ethnic marginalization. The study underscores the urgency of co-creative approaches prioritizing community agency and epistemic justice. It proposes redefining gamification as a space for political contestation where technology fosters expanded educational rights.
Copyright (c) 2024 Pedro Luis Bracho-Fuenmayor , Yhadira Huicab García, Elisabeth Viviana Lucero Baldevenites, Jennifer Mejía-Ríos, Ángel Saúl Díaz-Téllez (Author) https://creativecommons.org/licenses/by/4.0