The gut–brain axis links the health of the gut microbiota to cognitive function and mental well-being. Numerous studies suggest that probiotics, particularly strains belonging to Lactobacillus spp. and Bifidobacterium spp., can positively modulate memory, attention, and executive functions, contributing to the prevention of cognitive decline. However, while the use of probiotic capsules and powders is widely documented, the role of probiotic beverages or liquid preparations in brain health remains poorly explored. This systematic review analyzes studies on the efficacy of probiotics in improving cognitive functions from 2020 to 2025, evaluating the potential of probiotic liquid preparations as a delivery vehicle. The results indicate that fermented beverages or liquid suspensions containing probiotics could improve the bioavailability of beneficial microorganisms, promoting synergistic effects with other bioactive components and facilitating treatment adherence. However, the current literature still has methodological limitations and there is a need for further clinical studies to validate the efficacy of this strategy. Probiotic supplementation through functional beverages could represent a promising innovation to improve cognitive health and counteract neurocognitive decline.

The integration of Virtual Worlds (VW) and Intelligent Tutoring Systems (ITS) represents a transformative advancement in education, combining immersive, interactive learning with AI-driven personalization. This study explores the synergies between these technologies, analyzing their benefits, challenges, and applications in domains such as medical training, STEM education, and language learning. Findings highlight their shared characteristics of adaptability, real-time feedback, and collaborative learning. However, challenges such as computational demands, pedagogical complexity, and ethical concerns must be addressed. Future research should focus on hybrid models leveraging blockchain, IoT, and augmented reality to enhance adaptive and scalable learning experiences.

The integration of Universal Design for Learning principles into Intelligent Tutoring Systems constitutes a significant gap in educational research. This study developed an operational-theoretical framework that systematically incorporates these principles in a multimodal architecture. Using a quasi-experimental design (N = 29), we compared the effectiveness of a UDL-based multimodal assistant with a text-based one, assessing cognitive performance and psychological responses. The results show a significantly higher performance in the multimodal group (d = 1.59, p < .001). The implementation of UDL principles amplifies the effectiveness of ITS, suggesting that the diversification of representational modalities is a determining factor in the optimization of digital educational environments. L'integrazione dei principi del Universal Design for Learning nei Sistemi di Tutoraggio Intelligente costituisce una lacuna significativa nella ricerca educativa. Questo studio ha sviluppato un quadro operativo-teorico che incorpora sistematicamente questi principi in un'architettura multimodale. Utilizzando un disegno quasi-sperimentale (N = 29), abbiamo confrontato l'efficacia di un assistente multimodale basato su UDL con uno basato su testo, valutando le prestazioni cognitive e le risposte psicologiche. I risultati mostrano una prestazione significativamente superiore nel gruppo multimodale (d = 1,59, p < ,001). L'implementazione dei principi UDL amplifica l'efficacia degli ITS, suggerendo che la diversificazione delle modalità rappresentazionali è un fattore determinante nell'ottimizzazione degli ambienti educativi digitali.

This study investigates the impact of two different artificial intelligence systems (a generalist conversational system and an intelligent tutoring system) on cognitive and metacognitive processes in solving logical-mathematical problems by supporting teachers in training. Through a mixed experimental design and a qualitative analysis of logbooks/focus groups, it emerges that the ITS, although initially perceived as difficult, promotes greater cognitive autonomy, verbalization, and reflection compared to the generalist system, which stimulates delegation. The results highlight how the design of the AI ​​interaction determines the quality of educational processes.