https://hdl.handle.net/10259/5086 Fri, 29 May 2026 15:50:53 GMT 2026-05-29T15:50:53Z https://hdl.handle.net/10259/11762 Pollution indicators and human health risk assessment of fluoride contaminated drinking groundwater in southern Pakistan Talpur, Shakeel Ahmed; Rashad, Muhammad; Ahmed, Aziz; Rosatelli, Gianluigi; Baloch, Muhammad Yousuf Jat; Khan, Aqib Hassan Ali; Talpur, Hafeez Ahmed; Iqbal, Javed This study investigated fluoride contamination in groundwater and associated health risks in the Badin district of Pakistan. Fifty-seven groundwater samples were analyzed for fluoride, turbidity, iron, and total dissolved solids (TDS). Pollution indices and health risk models were employed to assess contamination levels and potential health impacts. Results showed that 47 % of samples exceeded the WHO fluoride limit of 1.5 mg/L, with a mean concentration of 1.92 mg/L. Spatial analysis revealed high contamination in northern and southern areas. Health risk assessments indicated that children, particularly females, faced the highest risk of fluorosis. TDS, turbidity, and iron levels also exceeded WHO limits in significant portions of the samples. This investigation uniquely combines multiple pollution indicators, spatial analysis, and age-specific health risk assessments, presenting vibrant insights for targeted interventions, policy development, and resource allocation to address this critical public health issue in fluoride-endemic regions Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/10259/11762 2025-01-01T00:00:00Z https://hdl.handle.net/10259/11761 Relationship between mental health and students’ academic performance through a literature review Ramos-Monsivais, Cynthia Lizeth; Rodríguez Cano, Sonia; Lema-Moreira, Estefanía; Delgado Benito, Vanesa Mindfulness has become increasingly popular to improve physical and mental health. Its implementation transcends boundaries of disciplines that study its impact. The aim of this study is to identify and analyze the benefits of mindfulness on mental health, academic performance, well-being, mindfulness and prosocial behavior of university students, as well as to identify the most effective way to achieve habituation to the practice. An analysis and systematic review of papers published in the Scopus database was conducted. It was found that publications on the implementation of mindfulness in higher education began in 2004. Their study has been developed in 22 countries, 15 are European, 3 Asians, 2 North American, one Latin American and one from Oceania. Spain is the only Spanish-speaking country. Academically, mindfulness stimulates creativity, exploratory thinking, critical thinking, attention regulation, increases concentration and improves the learning experience. In addition, immersive virtual reality experiences were found to positively influence habituation towards mindfulness practice among university students Sun, 01 Sep 2024 00:00:00 GMT https://hdl.handle.net/10259/11761 2024-09-01T00:00:00Z https://hdl.handle.net/10259/11760 Evaluación de una APP de realidad aumentada en niños/as con dislexia: estudio piloto Ausín Villaverde, Vanesa; Rodríguez Cano, Sonia; Delgado Benito, Vanesa; Toma, Radu Bogdan Desde hace unas décadas se están integrando en el ámbito educativo y en el tratamiento pedagógico diferentes tecnologías emergentes. Este artículo presenta la evaluación de una aplicación de realidad aumentada (RA) para trabajar con estudiantes con dislexia. El objetivo del artículo es conocer la percepción de los jóvenes con dislexia (10 - 15 años) tras la utilización de la aplicación de RA empleando el Modelo de Aceptación Tecnológica y, conocer la valoración de los aspectos técnicos, estéticos y facilidad de navegación de la aplicación mediante un cuestionario ad hoc. En este estudio piloto han participado siete niños/as con dislexia. La metodología utilizada ha sido un estudio empírico – descriptivo de tipo observacional. Los primeros resultados muestran que el nivel de aceptación hacia esta tecnología es aceptable, rondando valores intermedios de 3 en todas las dimensiones del Modelo TAM. Los aspectos que más destacan los entrevistados de la aplicación son la calidad de los textos, la narrativa del juego, el orden en la secuencia de las actividades, la utilización de la memoria durante el juego y la ambientación del videojuego en planetas. Por lo tanto, se puede considerar que esta aplicación de RA es útil para trabajar las necesidades de los niños/as con dislexia desde una perspectiva lúdica; Different emerging technologies have been integrated into the field of education for several decades. This article presents the evaluation of an augmented reality (AR) application for working with students with dyslexia. The aim of this article is to find out the perception of young people with dyslexia (aged 10 - 15) after using the AR application using the Technological Acceptance Model and to find out their evaluation of the technical, aesthetic and ease of navigation aspects of the application by means of an ad hoc questionnaire. Seven children with dyslexia participated in this pilot study. The methodology used was an empiricaldescriptive observational study. The first results show that the level of acceptance towards this technology is acceptable, with intermediate values of 3 in all dimensions of the TAM Model. The most outstanding aspects of the application are the quality of the texts, the narrative of the game, the order in the sequence of the activities, the use of memory during the game and the setting of the video game on planets. Therefore, this AR application can be considered useful for working with the needs of children with dyslexia from a playful perspective Sun, 01 Jan 2023 00:00:00 GMT https://hdl.handle.net/10259/11760 2023-01-01T00:00:00Z https://hdl.handle.net/10259/11759 Áreas de desarrollo para intervención en dislexia: una propuesta de realidad virtual Rodríguez Cano, Sonia; Delgado Benito, Vanesa; Ausín Villaverde, Vanesa La investigación presentada se enmarca dentro del proyecto Europeo Erasmus+ FORDYSVAR, cuyo objetivo principal es contribuir a la inclusión educativa de los estudiantes con dislexia, en edades comprendidas entre los 10 y los 16 años, mediante el uso de la tecnología, concretamente la realidad virtual (RV) para mejorar el acceso, la participación y los logros de aprendizaje de los estudiantes con este trastorno de lectoescritura. Se trata de una investigación de corte cualitativo e interpretativo con un carácter descriptivo. Para determinar cuáles son las áreas de desarrollo para la intervención a través de RV, se realizaron entrevistas semiestructuras a grupos de interés (expertos en dislexia, familias y niños con dislexia). Los resultados obtenidos, derivados del análisis de contenido de las entrevistas realizadas y sometido a revisión por expertos, permiten determinar siete áreas de desarrollo a tener en cuenta en el diseño de las actividades incluidas en el software de realidad virtual desarrollado en el proyecto FORDYSVAR. El trabajo realizado puede contribuir al avance en la inclusión, tratamiento y rehabilitación de las personas con dislexia a través de la tecnología y concretamente mediante RV, posibilitando un entorno inmersivo y atractivo para desarrollar las habilidades visoespaciales de los estudiantes con dislexia; The research presented is part of the European Erasmus + FORDYSVAR project, whose main objective is to contribute to the educational inclusion of students with dyslexia, between the ages of 10 and 16, through the use of technology, specifically virtual reality (VR) to improve access, participation, and learning achievement for students with this literacy disorder. It is a qualitative and interpretive research with a descriptive nature. To determine which are the developmental areas for intervention through VR, semi-structural interviews were conducted with stakeholders (experts in dyslexia, families and children with dyslexia). The results obtained, derived from the content analysis of the interviews carried out and submitted to review by experts, make it possible to determine seven development areas to take into account in the design of the activities included in the virtual reality software developed in the FORDYSVAR project. The work carried out can contribute to the advancement in the inclusion, treatment and rehabilitation of people with dyslexia through technology and specifically through VR, enabling an immersive and attractive environment to develop the visuospatial skills of students with dyslexia Tue, 01 Feb 2022 00:00:00 GMT https://hdl.handle.net/10259/11759 2022-02-01T00:00:00Z