درخت حوزه‌های تخصصی

This study aimed to explore the barriers and facilitators influencing the implementation of virtual reality (VR)-based therapy for emotional regulation in youth with exceptional needs. A qualitative research design was employed using semi-structured interviews with 23 purposefully selected participants, including special education teachers, therapists, caregivers, and VR developers, all based in Minnesota, USA. Participants were selected based on their direct involvement with VR therapy programs for youth with neurodevelopmental or emotional regulation challenges. Interviews were conducted until theoretical saturation was reached. Data were transcribed verbatim and analyzed using thematic analysis in NVivo 14, following Braun and Clarke’s six-phase framework. The analysis revealed two main thematic categories: facilitators and barriers. Facilitators included seven subthemes: technological appeal, personalization, therapist control, motivation and engagement, institutional support, caregiver involvement, and observable emotional gains. Barriers were categorized into seven subthemes as well: accessibility and equity issues, sensory limitations, stakeholder resistance, cultural irrelevance, technical difficulties, ethical and privacy concerns, and lack of standardized guidelines. Participants reported that immersive features, real-time therapist adjustments, and family buy-in enhanced VR’s therapeutic effectiveness. Conversely, cost constraints, lack of culturally appropriate content, and technical or ethical challenges hindered adoption. Quotes from stakeholders enriched the thematic interpretation and contextualized the results. VR-based therapy shows promising potential in enhancing emotional regulation among youth with exceptional needs due to its immersive, customizable, and engaging design. However, successful implementation depends on addressing contextual challenges, including accessibility, technical infrastructure, and cultural inclusivity. Stakeholder collaboration and the development of standardized protocols are essential to scale VR interventions in educational and clinical contexts.

This study aimed to examine the effectiveness of play therapy in improving sensory processing and distress tolerance in adolescents with mild intellectual disabilities. A randomized controlled trial was conducted with 30 adolescents aged 12 to 17 years, randomly assigned to either an intervention group (n = 15) receiving eight 90-minute sessions of play therapy or a control group (n = 15) receiving no intervention. Sensory processing and distress tolerance were assessed at baseline, post-intervention, and five-month follow-up using standardized measures. Data analysis was performed using repeated-measures analysis of variance (ANOVA) and Bonferroni post-hoc tests in SPSS-27 to evaluate within-group and between-group differences over time. The results indicated a significant main effect of time for both sensory processing (F(2, 84) = 92.32, p < 0.001) and distress tolerance (F(2, 84) = 111.60, p < 0.001), demonstrating substantial improvements across timepoints. The intervention group showed a notable increase in sensory processing scores from baseline (M = 48.72, SD = 5.91) to post-intervention (M = 64.15, SD = 6.38) and follow-up (M = 69.03, SD = 5.79), whereas the control group exhibited minimal change. Similarly, distress tolerance scores improved significantly in the intervention group (baseline: M = 42.85, SD = 6.27; post-intervention: M = 58.74, SD = 5.69; follow-up: M = 63.92, SD = 6.08), with no substantial improvement in the control group. The Bonferroni post-hoc test confirmed significant pairwise differences between baseline and subsequent assessments. Play therapy was found to be an effective intervention for enhancing sensory processing and distress tolerance in adolescents with mild intellectual disabilities, with improvements sustained at follow-up. These findings suggest that play-based interventions can be a valuable therapeutic approach for promoting sensory integration and emotional regulation in this population.

This study investigated the impact of juiciness-enhanced gamified leaderboards on learning, fun, and learning interest in fourth-grade literature education. the research employed a quasi-experimental, applied quantitative pretest–posttest design with a control group. A sample of 75 fourth-grade female students from a school in District 18 of Tehran was selected through convenience sampling and randomly assigned to three groups: the Juiciness Leaderboard group (JLG), the Simple Leaderboard group (SLG), and the Control Group (CG). Research instruments included a 16-item parallel-form learning test, the 18-item Fun Questionnaire (FunQ), and a 9-item learning interest questionnaire. The intervention lasted six weeks, using standard literature curriculum materials. Statistical analyses with pairwise comparisons showed that the JLG significantly outperformed both the SLG and CG in learning outcomes, fun, and learning interest, while the SLG also performed significantly better than the CG across all variables. The findings indicate that the design of leaderboards plays a critical role in shaping students’ educational experiences. Specifically, the Juiciness Leaderboard intervention consistently produced superior outcomes compared to both the Simple Leaderboard and the Control group, highlighting the added value of sensory-rich features in fostering fun, learning interest, and academic achievement. This study contributes to the growing literature on gamification by emphasizing the importance of incorporating juiciness-enhanced elements into educational environments. By leveraging such strategies, educators can create more dynamic and immersive learning contexts that not only boost short-term performance but also nurture sustained motivation and a lifelong interest in learning.