Mobile and other applications for mental imagery to improve learning disabilities and mental health

PoM & ToM - Harnessing the Power of Mind in Theory of Mind by shaping beneficial mental states in Preschoolers and the ICT’s role

“…The most important of them concern communication, diffusion, and management of information and the ability to assimilate and utilize the produced new knowledge. We have to underline that the role of Digital Technologies in the education domain as well as in all aspects of everyday life, is very productive and successful, facilitating and improving the assessment, intervention, decision-making, and mental concentration, the educational procedures, and all the scientific and productive procedures via Mobiles (Stathopoulou et al, 2018(Stathopoulou et al, , 2019(Stathopoulou et al, , 2020Kokkalia et al, 2016a, b;Drigas et al, 2015Drigas et al, , 2020Drigas et al, , 2022aDrigas & Mitsea, 2022). Vlachou al., 2017;Papoutsi et al, 2017Papoutsi et al, , 2018Karabatzaki et al, 2018;Alexopoulou et al,2020), various ICTs applications (Drigas et.…”

“…Concluding, it's necessary to refer that the combination of ICTs with theories and models of metacognition, mindfulness, meditation, and emotional intelligence cultivation accelerates and improves more over the educational, productive, and decision-making practices and results as well as the mental abilities and their power (Drigas et al, , 2015(Drigas et al, , 2018(Drigas et al, , 2019(Drigas et al, , 2020(Drigas et al, , 2022Kokkalia et al, 2016a, b;| Pappas et al, , 2016| Pappas et al, , 2018Papoutsi et al, 2016Papoutsi et al, , 2017Papoutsi et al, , 2018Papoutsi et al, , 2021Karyotaki et al, 2015Karyotaki et al, , 2016Karyotaki et al, , 2022Drigas & Karyotaki, 2019a,b,c;Chaidi et al, 2020aChaidi et al, ,b, 2021Chaidi et al, ,2022aMitsea et al, 2020Angelopoulou et al, 2021;Tourimpampa et al, 2018;Kapsi et al, 2020;Galitskaya et al, 2021;Bakola et al, 2020;Bamicha et al, 2022b). Finally, Driga et al, 2019a, b;Stavridou et al, 2021 andZavitzanou et al, 2021 suggest Research, Society andDevelopment, v. 12, n. 5, e13212541590, 2023 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v12i5.41590 that various environmental and dietary factors can act as inhibitors or facilitators of the improvement of mental abilities and strengths.…”

Analysis of Types of Technology Use as a Supporting Tool for Sociology Learning by High School Students

“…considering the function of a smartphone which can currently be a supporting tool for opening digital material (Qodr et al, 2021;Sari et al, 2020). The use of smartphones in the learning process has been able to have a positive impact on increasing student achievement, student learning motivation and even mastery of 21st century competencies (Drigas et al, 2020;Ismail et al, 2018;Mahdi, 2018). This is of course enough to be the basis that digital technology such as smartphones, is quite potential to be applied to the learning process.…”

“…Digital teaching materials in other terms are also said to be a product of digital-based nonprinting teaching materials that can display text, images, animations, and videos through electronic devices such as computers, laptops or smartphones (Liu et al, 2021;Perdana et al, 2021;Riyanto et al, 2020). Digital teaching materials are also learning resources that contain material, methods, limitations and evaluation methods that are systematic and interesting for students designed to achieve competencies that are in accordance with the curriculum and can be learned by students through technological devices such as smartphones (Drigas et al, 2020;Kuswanto et al, 2021). According to various studies, it has been proven that the use of smartphones as an intermediary in learning digital materials is proven to be able to increase student achievement (D. P. E. Putri, 2019;Wibawa et al, 2019), keterampilan literasi siswa (Hadiyanti et al, 2021;Sá et al, 2021), students' critical thinking skills (Hasyim et al, 2020;Muhibbin et al, 2021), even contribute positively to the affective development and character of students (Chairudin & Dewi, 2021;Filivani & Agung, 2021).…”

Brain-computer interfaces and human factors: the role of language and cultural differences—Still a missing gap?

“…even broader range of users such as elderly people (e.g., Belkacem et al, 2020), or patients with mental or affective disorders (e.g., Drigas et al, 2020). In addition, several BCIs 1 have found their way into application domains of healthy users including the occupational or educational setting or BCI use for fun, well-being, recreation or entertainment during leisure time (for a discussion see, e.g., Nijholt et al, 2022).…”