University students often face challenges in managing academic demands and difficulties like time management, task prioritization, and effective study strategies. This scoping review investigates the application of Deep Learning (DL) and Reinforcement Learning (RL) in evaluating and enhancing academic performance, focusing on their practical applications, limitations, and future potential. Using PRISMA guidelines, 27 empirical studies published between 2014 and 2024 were analyzed. These studies utilized advanced DL and RL technologies, including neural networks and adaptive algorithms, to support personalized learning and performance prediction across diverse university contexts. Key findings highlight DL’s ability to accurately predict academic outcomes and identify at-risk students, with models achieving high accuracy in areas like dropout prediction and language proficiency assessments. RL proved effective in optimizing learning pathways and tailoring interventions, dynamically adapting to individual student needs. The review emphasizes significant improvements in grades, engagement, and learning efficiency enabled by AI-driven systems. However, challenges persist, including scalability, resource demands, and the need for transparent and interpretable models. Future research could focus on diverse datasets, multimodal inputs, and long-term evaluations to enhance the applicability of these technologies. By integrating DL and RL, higher education can foster personalized, adaptive learning environments, improving academic outcomes and inclusivity.

Internet Gaming Disorder, Internet Addiction, Problematic Internet Use and Compulsive Internet Use cause distress and significant impairment in important areas of a person’s functioning, in particular among young people. The literature has indicated that males show higher levels of problematic internet use than females. People can use the internet to avoid or alleviate negative affects; in fact, problematic internet use is associated with alexithymia and dissociation. Few studies have focused on the different stages of adolescence, gender differences, and the relationships between the aforementioned variables. This research aims to fill this gap. Five hundred and ninety-four adolescents aged between 13 and 19 filled in the Compulsive Internet Use Scale, the Toronto Alexithymia Scale, the Adolescents Dissociative Experiences Scale, and other ad hoc measures. Surprisingly, females reported higher compulsive internet use compared with males. Moreover, they referred more difficulties/symptoms and greater levels of alexithymia than males. No differences across the stages of adolescence were found. Different strengths in the relationships between variables were found according to gender. Moderated mediation analyses indicated that dissociation is an important mediator in the relation between alexithymia and Compulsive Internet Use only among females. This study shed new light on gender differences around problematic internet use and some related risk factors, in order to identify and develop prevention and treatment programs to face this topical and relevant issue.

Autism spectrum disorder (ASD) often presents significant challenges for adolescents in developing social interaction skills. Emerging technologies such as Serious Games (SGs) and Virtual Reality (VR) offer promising solutions by providing immersive, interactive learning environments. This scoping review evaluates the potential of VR-based SGs to enhance social skills in adolescents with ASD by identifying current applications, benefits, limitations, and research gaps. A systematic search of the literature was conducted on Scopus, focusing on empirical studies published between 2013 and 2024. Studies were included based on their relevance to the use of SGs and VR in promoting social interactions in children and adolescents with ASD. The review highlights that VR-based SGs can effectively support the development of social skills, such as communication and collaboration, by providing structured, safe environments for children and adolescents to practice and refine their abilities. However, challenges remain, including the high cost of VR equipment, the need for greater customization, and the limited scope of long-term efficacy studies. While VR-based SGs show considerable promise, further research is needed to explore their long-term impacts and improve accessibility. Addressing these challenges could solidify VR’s role in ASD interventions, enhancing social skill development and improving the quality of life for children and adolescents with ASD.

People with disorders of consciousness, either as a consequence of an acquired brain injury or a traumatic brain injury, may pose serious challenges to medical and/or rehabilitative centers with an increased burden on caregivers and families. The objectives of this study were as follows: to explore the use of extended reality as a critical means of rehabilitative support in people with disorders of consciousness and brain injuries; to evaluate its impact on recovery processes; to assess the improvements in the participants’ quality of life, and to reduce the burden on families and caregivers by using extended reality and artificial-intelligence-based programs. A selective review of the newest empirical studies on the use of extended reality and artificial-intelligence-based interventions in patients with brain injuries and disorders of consciousness was conducted over the last decade. The potential for bias in this selective review is acknowledged. A conceptual framework was detailed. The data showed that extended reality and artificial-intelligence-based programs successfully enhanced the adaptive responding of the participants involved, and improved their quality of life. The burden on caregivers and families was reduced accordingly. Extended reality and artificial intelligence may be viewed as crucial means of recovery in people with disorders of consciousness and brain injuries.

This article examines digital inequalities in Italy through a sociological lens, arguing that the digital divide is not merely a technological issue but a manifestation of broader social stratification. Drawing on data from ISTAT (2023–2024), the analysis explores disparities in Internet access and computer use among families with minors and young people aged 6–24. While connectivity has reached near universality, significant territorial, educational, and social gaps persist, reflecting enduring inequalities in resources and opportunities. The study interprets these patterns through the framework of first-, second-, and third-level digital divides, linking them to theory of cultural capital and digital capital. Results indicate that inequalities extend beyond access, encompassing differences in digital skills, motivation, and the capacity to translate online participation into educational or social advantages. Gendered expectations further influence these dynamics, shaping distinct patterns of engagement with technology. The discussion highlights how digitalization acts as a mechanism of social reproduction, where access and competence are mediated by pre-existing disparities in education and culture. From a policy perspective, the paper calls for a shift from infrastructure-oriented strategies toward capability-based digital education that fosters critical, ethical, and future-oriented digital citizenship.

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterized by inattention, hyperactivity, and impulsivity. Adolescents with ADHD have an elevated risk of developing Internet Gaming Disorder (IGD), a condition involving excessive gaming that disrupts daily life. IGD is linked to traits such as low frustration tolerance and sensation-seeking, with comorbid conditions like anxiety and depression further increasing vulnerability. Gaming frequently serves as a coping strategy due to emotional regulation difficulties. The dynamics within family units and peer relationships play a pivotal role, with dysfunctional environments heightening the risks and positive interactions serving as protective factors. Methods: This scoping review analyzed empirical studies published in the last decade exploring the association between ADHD, Problematic Internet Use (PIU), or IGD, focusing on neurobiological, psychological, and environmental factors. Results: The findings highlight that impulsivity and emotional dysregulation in ADHD contribute to IGD. Gaming is frequently used as a maladaptive coping strategy, with social and family influences modulating risk. Diagnostic complexities arise in distinguishing ADHD-related behaviors from IGD symptoms. Conclusions: Addressing these comorbid conditions requires interdisciplinary collaboration and evidence-based interventions. Future research should focus on understanding ADHD, PIU, or IGD interactions and developing targeted interventions. Longitudinal studies are necessary to establish causal links and assess effective treatment strategies.