Background: Cognitive behavioral therapy (CBT)–based chatbots, many of which incorporate artificial intelligence (AI) techniques, such as natural language processing and machine learning, are increasingly evaluated as scalable solutions for addressing mental health issues, such as depression and anxiety. These fully automated or minimally supported interventions offer novel pathways for psychological support, especially for individuals with limited access to traditional therapy. Objective: This narrative review synthesized evidence on the clinical efficacy, therapeutic mechanisms, and technological features of CBT-based chatbots designed to alleviate depressive and anxiety symptoms. Methods: Fourteen peer-reviewed studies published between January 2015 and March 2025 were identified through systematic searches and met predefined inclusion criteria. The studies were analyzed to extract information on intervention structure, therapeutic components, outcomes, and implementation characteristics. Results: Across the included studies, CBT-based chatbots consistently demonstrated short-term reductions in depressive symptoms, whereas findings for anxiety outcomes were mixed, with some studies reporting improvements and others showing nonsignificant or unreported effects. Moderate effect sizes were observed for depression. Reported therapeutic features included cognitive restructuring, behavioral activation, relaxation and mindfulness strategies, emotional support, self-monitoring and feedback, and therapeutic alliance. Technological characteristics such as real-time feedback and adaptive goal tracking were associated with enhanced engagement and adherence. Conclusions: CBT-based chatbots appear to be a promising and scalable modality for delivering psychological support, particularly for underserved populations. However, variability in study designs, heterogeneity of outcome reporting, and limited long-term evidence pose challenges for generalizability. Emerging evidence from generative AI chatbots (eg, Therabot and Limbic Care) highlights both opportunities and risks. Future work should examine long-term efficacy, adaptive personalization, cross-cultural adaptation, and rigorous ethical oversight.

Bimanual coordination control requires task-specific control of the spatial and temporal characteristics of the coupling of both upper limbs. The present study examined the effects of external feedback (i.e., auditory signal) on bimanual coordination movement during patients with Parkinson’s disease (PD). Twelve PD patients in advanced stages and 12 early stages of untreated PD patients, and 12 age-matched normal adults were instructed to perform bimanual coordination control using preference (1 Hz) and fast (1.75 Hz) speeds with metronome auditory cue. The results demonstrated that the advanced PD patients showed reduced synchronized bimanual coordination control during the anti-phase movement compared with other two groups. Moreover, the decreased movement accuracy was exhibited not only at the preference speed, but also more particularly at the fast speed with anti-phase rather than in-phase movement. This suggests that PD results in impairments in scaling the bimanual movement speed and amplitude of limb, and these deficits were more pronounced as a function of movement control speed. Overall, the current data provide evidence of the pathophysiology of the basal ganglia on the bimanual coordination movement.

Engagement—students’ active involvement in learning activities—enables achievement and is enabled by interpersonal support. In a physical education class, one’s teacher and one’s classmates potentially provide such interpersonal support. The present study focused specifically on agentic engagement (the student’s constructive input into the learning environment) and on peer support (one’s classmates’ effort encouragement, improvement focus, and relatedness support) to propose and test a reciprocal effects model in which agentic engagement and peer support positively facilitated each other over time. In a preregistered, three-wave, within-person survey study, 740 South Korean secondary students (41.6% females; M _age = 15.4) from 24 physical education classes completed the same questionnaire at the beginning, middle, and end of an 18-week semester. We tested for reciprocal effects, using a random-intercept cross-lagged panel model. Peer-directed agentic engagement prospectively predicted subsequent perceived supportive peer climate ( B = 0.32, SE = 0.10, t = 3.29, p = .001), and perceived supportive peer climate prospectively predicted subsequent peer-directed agentic engagement ( B = 0.20, SE = 0.06, t = 3.51, p < .001). These findings suggest a mutually facilitative process in physical education in which a student’s agentic contributions into their peer interactions and their perceptions of peer support during those interactions prospectively, reciprocally, and positively facilitate each other over time.