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.

The Empathy Quotient (EQ) scale is a self-report measure designed to assess empathy in adults. Although the scale is widely used and has been validated into different languages, its dimensionality is still controversial, as well as it is not clear which scale version should be considered. The aim of the present study was to investigate the psychometric properties of the EQ scale. The Italian version of the EQ scale was administered to a sample of 633 adults. Results showed that the 15-item EQ scale version proposed by Muncer and Ling (2006) had excellent reliability and validity indices, with a gender invariant three-factor structure (Cognitive Empathy, Emotional Reactivity, and Social Skills) and a higher order factor of general empathy. The overall results confirmed that the 15-item EQ scale is an eligible and stable tool for the assessment of empathy.

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.

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.

Combined extended reality and reinforcement learning to promote healthcare and reduce social anxiety in fragile X syndrome: a new assessment tool and a rehabilitative strategy