Background Digital mental health platforms routinely deliver self-administered symptom scales on the assumption that users with more severe symptoms are more likely to enter professional care. That assumption is rarely tested with linked participant-level data, and almost never in the Arabic-speaking Gulf. Objective To examine whether symptom severity at a user’s first self-assessment predicts booking a professional session within 90 days, across four symptom domains, on a Saudi commercial digital mental health platform. Methods Retrospective cohort analysis of 10,100 first assessments — depression, generalized anxiety, panic, and obsessive-compulsive scales — contributed by 5,524 unique users of the Talbinah platform and linked to demographic and session-booking records through a pseudonymous (SHA-256 hashed) user identifier. The primary outcome was any session booked within 90 days after the assessment. Severity was banded by the established cut-offs for the PHQ-9 and GAD-7, and by percentage of scale maximum for the panic and obsessive-compulsive measures, for which no severity thresholds are established. Per-scale multivariable logistic regression estimated adjusted odds ratios (aOR) for severity band (reference None/Minimal), adjusting for age, sex, and device type. Pre-specified sensitivity analyses used 30- and 180-day windows, an attended-session outcome, percentage-of-maximum banding applied to all four scales, and a subset with no prior booking (incident help-seeking). Reporting followed STROBE. Results Users were young (mean age 26.7 years, SD 8.1) and predominantly female (78.1%); 16.6% of first assessments were followed by a booking within 90 days. No severity band on any of the four scales was associated with higher odds of booking (severe vs None/Minimal: depression aOR 0.71, 95% CI 0.51–1.01; generalized anxiety 0.76, 0.49–1.16; panic 0.83, 0.52–1.31; obsessive-compulsive 1.01, 0.59–1.74). One severity contrast was statistically significant, in the opposite direction: moderate depression was associated with lower odds of booking (0.66, 95% CI 0.45–0.97). Older age (aOR ~1.2 per decade) and iOS device use (1.4–2.0) were associated with booking across scales. This absence of a positive severity–booking association was consistent across 30-, 90-, and 180-day windows, the attended-session outcome, and percentage-of-maximum banding; a nominal association for moderate anxiety seen under percentage banding did not persist with validated GAD-7 cut-offs. Estimates for the panic and obsessive-compulsive scales, which lack established severity thresholds, are exploratory. Conclusions On a Saudi digital mental health platform, greater self-reported symptom severity at first assessment was not followed by higher subsequent booking of professional care, consistently across specifications, and for moderate depression was associated with lower odds of booking; demographic and access-related attributes showed stronger associations with booking than symptom load did. Self-screening on its own appears insufficient as a pathway into care.
Abstract : This systematic review examined evaluative studies on reading interventions affecting schoolchildren’s comprehension outcomes, published from 2020 to 2026. Per PRISMA 2020 guidelines, 265 records were reviewed overall, out of which 166 unique records were screened, 52 full-text articles were reviewed, and 18 satisfactory records matched the inclusion criteria. The records included studies from 11 countries and comprised more than 2900 learners across 17 studies, with sample sizes ranging from preschool to high school. Due to heterogeneity among interventions, designs, and measures taken, a synthesis without meta-analysis was conducted, classifying 5 different intervention types and summarizing the overall findings. The results showed that 12 of 18 studies were positive, 2 had mixed results, 2 showed no effect on the outcome, and 2 were ambiguous in their reporting. The four studies that used explicit comprehension strategies yielded the most reliable results; among them, a tier one intervention had an effect size of +0.79, and a two-stage instructional approach had an effect size of +0.26. Code-based instruction was effective in three of four studies that used this method. Technology was effective in four of six studies, but the largest evaluated experiment did not show convincing results. Out of seven total experiments made by random sampling, five had positive outcomes, and it should be mentioned that no research was conducted in the Philippines. The studies’ outcomes emphasize the importance of supporting word recognition alongside explicit comprehension instruction.
Background This pilot study with class-level random assignment examined preliminary evidence on the associations between a structured physical game intervention and memory and attention in children aged 5–6 years. Methods A 12-week physical game program based on cognitive load theory was designed and implemented, consisting of three 60-minute training sessions per week. The program included various game activities designed to promote memory and attention development supplemented by smart interactive motion data collection devices. A pilot study with class-level random assignment was conducted among 59 children aged 5–6 years. Two intact kindergarten classes were included, with one class assigned to the experimental group ( n = 30) and the other to the control group ( n = 29). The experimental group received the structured physical play intervention, whereas the control group participated in routine kindergarten physical activities. The class, rather than the individual child, was the unit of randomization. Before and after the intervention, children's memory and attention levels were assessed using the Wechsler Memory Scale (measuring picture memory, visual reproduction, visual recognition, digit span forward, and digit span backward) and the Schulte Grid test. Results A 2 × 2 repeated-measures ANOVA showed significant Group×Time interactions for total short-term memory ( F (1,57) = 14.33, p < .001, η p 2 = .20), total immediate memory ( F (1,57) = 7.84, p = .007, η p 2 = .12), picture memory ( F (1,57) = 6.10, p = .017, η p 2 = .10), visual reproduction ( F (1,57) = 18.40, p < .001, η p 2 = .24), and digit span forward ( F (1,57) = 5.26, p = .026, η p 2 = .08). A significant Group×Time interaction was also observed for attention performance ( F (1,57) = 8.17, p = .006, η p 2 = .13). These findings indicated greater pre–post changes in the experimental condition than in the control condition for the outcomes examined. Conclusion These findings provide preliminary evidence that a structured physical game intervention was associated with improvements in memory-related task performance and task-related attentional processing in children aged 5–6 years.
Wellness resorts increasingly rely on therapeutic architecture to support users’ physical and psychological restoration, yet the pathways through which these design principles shape spatial circulation remain underexplored, particularly in the Nigerian hospitality context. This study investigated the influence of seven therapeutic architecture principles (connection to nature, natural lighting, natural ventilation, multi-sensory design, privacy and control, aesthetics and emotional harmony, and integration of artwork and colour) on the spatial circulation experience of users across three purposively selected resorts in Nigeria: Ilaji Resorts, Oxygen Orbit Resort, and Lakowe Lakes Golf and Country Estate. Using a quantitative, cross-sectional survey design, 297 copies of the questionnaire were administered to resort visitors, wellness practitioners, and resort staff through purposive and convenience sampling, of which 230 were validly retrieved and analysed, representing a 77.4% response rate of questionnaires administered. We conducted multiple regression analyses of eight spatial circulation indicators against the seven predictors. Findings show that all eight regression models were statistically significant (p < 0.01), with aesthetics and emotional harmony and connection to nature emerging as the strongest positive predictors specifically of ease of movement between spaces, the circulation outcome most strongly explained overall, while privacy and control was most strongly associated with privacy through spatial layout, and natural lighting was most strongly associated with the effectiveness of wayfinding and signage. Integration of artwork and colour, however, showed the strongest negative coefficient for the reduction of disorientation, suggesting that artwork and colour interventions may compete with intuitive wayfinding if not carefully placed. Accessibility, the indicator most closely tied to vertical circulation, was the most weakly explained by the therapeutic principles, indicating that stairs, ramps, and lifts in these resorts are still designed chiefly to functional and accessibility standards rather than therapeutic ones. The study concludes that therapeutic architecture principles are meaningfully associated with horizontal circulation experience in wellness resorts in Nigeria. The findings are best read as case evidence transferable to comparable resorts, not as statistically generalisable to the wider sector. The study recommends that designers prioritise daylighting, biophilic connection, and restrained, purposefully placed artwork in circulation design, while extending therapeutic considerations to vertical transitions.
This research analyzes the implementation of a gamification strategy as a methodological framework for delivering curricular content in a sixth-grade primary education class over the course of a full academic year. The study aimed to understand how the integration of game-based elements fosters motivation, participation, collaborative work, and learning processes within an inclusive environment. The research employed a qualitative approach through a case study involving twenty-two students, including one student with a developmental language disorder, one with dyslexia, and one with autism spectrum disorder (level 2). Data were collected through participant observation, checklists, rubrics, semi-structured interviews, questionnaires administered to students and families, and an analysis of the work produced during learning projects. The strategy involved organizing content from four formative domains into thematic "worlds" and "islands," while incorporating avatars, badges, and an experience point (XP) system that recognized both individual and collective effort and progress. The findings indicate a significant increase in active student participation, improved attendance, greater peer collaboration, heightened engagement with school activities, and a positive perception among families regarding the students' learning and emotional well-being. It is concluded that gamification when grounded in the principles of neurodidactics, formative assessment, and educational inclusion serves as a methodological strategy capable of fostering learning environments that are motivating, equitable, and focused on the holistic development of students.
On a global scale, the spread of alien invasive species is one of the leading causes of reduction in native species populations and, sometimes extinctions. Still, only a few studies in Africa have demonstrated the effect of alien invasive species on animal communities. In this study, we investigated the effect of the Siam weed (Chromolaena odorata) on the distribution and activity of a ubiquitous primate species, the olive baboon (Papio anubis), in Gashaka-Gumti National Park. We predicted that baboons would be mostly observed in areas that are not heavily invaded by the Siam weed and that the frequency of baboon activities would be higher in those areas. Using direct observations in radial line transects, a generalised linear mixed effect model, and chi-square tests, we found that Siam weed had no impact on the occurrence and activities of baboons in the national park. Interestingly, we observed that baboons frequently travelled in or around C. odorata bushes. However, we did not compare the percentage of time spent travelling with the time spent on other activities. Our study demonstrates that normal activities of ubiquitous primates are unlikely to be affected by the spread of the highly invasive Siam weed in an Afrotropical forest.
Students with low academic achievement tend to display more maladaptive behaviours in interactions with peers and teachers. Empathy plays a key mediating role in these interactions and is also linked to academic performance. In particular, facial emotion recognition is one component of socioemotional processing that may contribute to empathic responding. To explore the relationship between empathy, emotion recognition, and academic achievement, a comparative study was conducted with 40 students aged 14–17, divided into two groups: one with low academic achievement enrolled in a school support programme, and a control group with adequate academic performance. A multimethod approach was applied, including the Basic Empathy Scale, a facial expression recognition test, and electroencephalographic (EEG) recordings. Results showed significantly lower cognitive empathy in the low-achieving group in the primary between-group analysis. The overall between-group difference in facial emotion recognition accuracy was not statistically significant. EEG analyses identified exploratory between-group differences in source-level oscillatory activity estimates during facial-expression processing. These electrophysiological findings provide complementary information about task-related activity patterns but should not be interpreted as specific neural markers of empathy or as confirmation of a behavioural facial emotion recognition deficit. Overall, the multimethod approach offers complementary perspectives on socioemotional functioning in low-achieving adolescents, although the exploratory EEG findings require cautious interpretation and replication in larger, independent samples.
Purpose: The present study aimed to examine the associations between anthropometric indexes derived from body measurements and body satisfaction.Methods: The study included voluntary female aged 19–64 years. The face-to-face questionnaire included questions on participants’ sociodemographic characteristics (age, sex, educational level, marital status, employment status, and socioeconomic status), the Body Image Scale (BIS), and the Body Appreciation Scale (BAS). Anthropometric measurements were obtained by trained researchers in accordance with standardized procedures. Using measurements, anthropometric ratios and indices—waist-to-hip ratio (WHR), waist-to-height ratio (WHtR), body mass index (BMI), conicity index (CI), body shape index (BSI), abdominal volume index (AVI), and body adiposity index (BAI)—were calculated. Data were analyzed using SPSS 23.0.Results: A total of 1.291 female participated in the study, with a mean age of 36.8 ± 12.7 years. Scale scores varied significantly across participants’ sociodemographic characteristics (p
Background Depression and anxiety symptoms are common among college students. Behavioral and psychosocial indicators may support preventive campus mental health work, but risk-stratification frameworks require external validation. Methods We developed a construct-level model-explanation framework using questionnaire data from a development sample. The cleaned dataset included 1,267 students; internal-validation analyses included 1,096 students for depression risk and 1,095 for anxiety risk. Risk was defined as a Patient Health Questionnaire-9 (PHQ-9) or Generalized Anxiety Disorder-7 (GAD-7) score of 10 or higher. The primary Feature set C random-forest (RF) pipelines integrated demographic, traditional, and emerging behavioral and psychosocial indicators. Fold-specific preprocessing and percentile cutoffs were used for internal validation. Locked pipelines were applied without retraining, predictor reselection, optimization, recalibration, or threshold adjustment to an independent university sample of 1,468 students. Results External area under the receiver operating characteristic curve (AUROC), area under the precision–recall curve (PR-AUC), and Brier scores were 0.813 (95% CI, 0.776–0.848), 0.402 (0.325–0.491), and 0.090 (0.083–0.098), respectively, for depression and 0.809 (0.765–0.851), 0.205 (0.144–0.300), and 0.063 (0.056–0.070), respectively, for anxiety. Ordinary participant-level bootstrap was the primary approach, with stratified bootstrap as a sensitivity analysis. Depression calibration was close to the prevalence baseline (Brier 0.091; intercept −0.668; slope 1.401), whereas anxiety showed miscalibration (Brier 0.063 vs. baseline 0.051; intercept −1.227; slope 1.102). The models supported external discrimination and risk ranking but did not validate individual absolute-risk probabilities or clinical thresholds. Conclusion Behavioral and psychosocial indicators supported externally validated risk stratification in an independent university sample. Anxiety-risk findings should be interpreted as preliminary because the number of positive cases was limited. Further evaluation is needed before wider implementation.
Few events in recent history have forced clinicians and researchers to rethink mental health quite like COVID-19. In this commentary, we reflect on something that struck us while reading the work of Cantone et al. : the pandemic, for all its devastation, created a kind of unplanned observational window, a chance to study, at population scale, what happens when stress and rhythm disruption hit at the same time. Healthcare Workers (HCWs) were at the epicentre of this. They didn't just witness the crisis; they absorbed it, shift after shift, for months. What the data show is that their depressive symptoms and rhythm instability were not random; they appear systematically linked, and at levels one would more typically associate with mood disorder research. We discuss these findings through the lens of DYMERS (Dysregulation of Mood, Energy, and Social Rhythms Syndrome), a heuristic transdiagnostic construct that, in our view, captures something that standard categorical diagnoses tend to miss: the subthreshold, fluctuating psychopathology that sits just below the threshold of formal diagnosis but causes real impairment. The pandemic may not have created these vulnerabilities, but it may well have sharpened our ability to see them.
The present study examined differences in the desire to become a celebrity versus a hero in Iran and Afghanistan and investigated whether admiration of one’s favorite celebrity was associated with these aspirations. Participants completed an online questionnaire including a 7-item version of the Celebrity Attitude Scale (CAS-7) and measures of desire to become a celebrity or hero. In Iran, participants reported significantly greater interest in becoming a hero than a celebrity, whereas this difference was not significant in Afghanistan. CAS-7 scores were positively associated with the desire to become a celebrity in both Iran and Afghanistan. These findings suggest that the desire to be a hero, rather than a celebrity, extends well beyond American borders.
Background Cognitive differences across badminton performance levels may be task-specific rather than reflect broad executive-function advantages. Methods Ninety-six participants (33 high-level players, 31 recreational players and 32 non-badminton participants) completed word-color matching, task switching, 1-back and Raven testing. Analyses adjusted for sex, age and Raven score. Task-level MANCOVAs used Pillai’s trace, with HC3-adjusted RT models and binomial mixed models for follow-up comparisons. Additional models distinguished 1-back timeouts from accuracy among answered trials. Results Overall group effects were significant for word-color matching ( p < 0.001) and 1-back ( p = 0.011), but not task switching ( p = 0.592). High-level players responded faster in both word-color conditions than both comparison groups. Condition, response hand and response frequency were confounded, preventing an isolated interpretation of the condition RT contrast. In 1-back, timeout rates were 40.45%, 36.92% and 48.21% in the high-level, recreational and non-badminton groups; both badminton groups had lower adjusted timeout rates than the non-badminton group in both conditions. Accuracy among answered trials showed no clear group differences, and correct-response RT did not differ significantly ( p = 0.572). All-trial accuracy findings were sensitive to model specification. Conclusion High-level players showed faster word-color matching, and both badminton groups had fewer timeouts in the deadline-constrained 1-back task. The findings indicate task-specific performance differences rather than a broad executive-function advantage.
Introduction Tactical decision-making in basketball depends on the rapid extraction, maintenance, and use of changing spatial information, but the cognitive abilities associated with tactical performance may not be the same at different levels of expertise. Methods In this cross-sectional study, 90 male basketball players were classified as expert, intermediate, or novice ( n = 30 per group). Participants completed an MOT task, a computerized Corsi block-tapping task assessing VSWM, and a video-based TDM task. Group differences, within-group correlations, and expertise-moderated regression models were examined. Results Experts showed higher MOT thresholds and TDM scores than both intermediate and novice players, and higher Corsi spans than novices. Within experts, MOT was positively associated with TDM ( r = 0.535, FDR-adjusted p = 0.010), whereas within intermediate players, Corsi span was positively associated with TDM ( r = 0.726, FDR-adjusted p < 0.001). The omnibus moderated-regression interaction block was significant, F (4, 80) = 3.331, p = 0.014. Direct pairwise slope contrasts showed that the MOT–TDM slope was stronger in experts than in intermediate players (Δ B = 7.210, Holm-adjusted p = 0.043) and that the Corsi–TDM slope was stronger in intermediate than in expert players (Δ B = 6.682, Holm-adjusted p = 0.042); the other pairwise slope contrasts did not survive multiplicity correction. Sensitivity analyses using Spearman correlations, HC3 robust standard errors, and influence diagnostics supported the main expert–intermediate contrasts. Discussion These findings provide exploratory evidence that cognitive–decision associations differ across basketball expertise levels, particularly between expert and intermediate players. The cross-sectional design does not establish causal mechanisms or developmental transitions.
OBJECTIVE: To conduct a national environmental scan of child hearing health-related services and databases as part of the Australian National Child Hearing Health Outcomes Registry program, and to identify system-level barriers and enablers to developing a coordinated Learning Health System for deaf and hard-of-hearing children. METHODS: A cross-sectional national survey of organisations providing hearing health-related services or managing data for Australian deaf and hard-of-hearing children. The survey examined the scope and practices related to data collection, standardisation, interoperability, stewardship, and governance. RESULTS: Ninety-nine respondents from 92 organisations delivering 290 services participated. The scan identified a disjointed data landscape. Standardised data were limited, with inconsistent capture of key variables across organisations and 49.4% rating their data quality as acceptable or good. Interoperability was constrained by heterogenous data practices, including use of multiple databases (34.3%), limited external reporting (24.2%) and lack of accessible data dictionaries (71.9%). Stewardship and data governance arrangements were variable, with fewer than half of organisations reporting formal consent (47.6%), privacy statements (51.2%) or ethics oversight (38.1%). Despite these challenges, 56.5 and 54.8% of organisations expressed interest in data linkage and research participation, indicating readiness for coordinated system development. CONCLUSION: Despite Australia's substantial investment in newborn hearing screening and hearing health-related services, fragmented data systems limit Australia's ability to monitor outcomes, equity and system performance in child hearing health. However, strong stakeholder interest in data linkage provides important momentum. These findings inform policy and service planning, and support staged development of a national child deafness Learning Health System through the Australian National Child Hearing Health Outcomes Registry.
Students differ in whether they learn for the sheer joy of learning or primarily to avoid failure. The difference can be partly explained by intrinsic motivation—a driver of engagement, persistence, and psychological well-being that is not fixed but shaped by the learning environment itself. Drawing on Self-Determination Theory (SDT), this review synthesizes research on educational interventions designed to cultivate students' intrinsic motivation, spanning five categories: need-supportive teaching, competence-supportive practices such as structure and feedback, instructional-method redesigns such as problem- and project-based learning, technology-based approaches such as gamification, and teacher-focused interventions targeting teachers' own behavior and motivation. Across these approaches, one pattern stands out: need-supportive interventions—particularly autonomy support combined with structure—carry the strongest theoretical and empirical support, while other interventions succeed only insofar as they satisfy students' psychological needs within a given context. Autonomy, competence, and relatedness thus provide a common framework for understanding how diverse educational practices influence motivational outcomes. Yet the evidence base remains fragmented: inconsistent conceptualizations of intrinsic motivation, considerable heterogeneity across intervention designs, and a scarcity of long-term data limit what can be concluded with confidence.
The article aimed to explore learning styles, approaches and differentiated learning strategies in English language teaching process. We include the introduction of new foreign language learning approaches, strategies and styles from other sources, as well as disseminating and gathering strategy ideas from the learner´s peers. Different students are likely to approach the task of learning language in different ways. Some learners may instinctively fell that there is a benefit to studying the rules and patterns of a language, while others may be less inclined to formal study and prefer learning in more experiential manner, where they use the language to achieve tasks and goals. The extent of students’ achievement may be influenced by some factors, which one of them is learning style and approach. The experience and studies show that most of the students prefer ‘reflective’, ‘sensing’, ‘visual’, and ‘sequential’ learning styles, individualised (or personalised), self-directed learning, autonomy approach in English language learning. With an appropriate range of resources, materials and pedagogic support, where students would set their own language learning purposes and would be supported to reach these goals in ways which are effective, which are of real interest to them and which can co-exist with each student´s lifestyle, not just their learning style.
The article presents the content of a psychological program aimed at developing emotional intelligence, interpersonal relationships, and value orientations in older adults, as well as an analysis of its results. The program was developed based on the findings of a preliminary study of the psychological characteristics of older adults. The developmental activities included group discussions, situational tasks, role-playing exercises, narrative materials, and the analysis of personal experiences. The development of emotional intelligence focused primarily on enhancing emotional awareness, emotion regulation, self-motivation, and empathy. To improve interpersonal relationships, S. Karpman's Drama Triangle model was applied to help participants recognize the roles of the “Victim,” “Persecutor,” and “Rescuer” and develop constructive communication skills. The activities aimed at developing value orientations focused on raising awareness of the importance of health, honesty, mutual assistance, independence, responsibility, and tolerance. A comparative analysis of the data from the experimental and control groups made it possible to assess the effectiveness of the program. Research Object: The process of developing emotional intelligence, interpersonal relationships, and value orientations among older adults residing in care and support institutions. Research Aim: To develop and experimentally evaluate a psychological program aimed at developing emotional intelligence, interpersonal relationships, and value orientations in older adults.
The exclusion and bullying targeting minority groups--including sexual minorities, individuals with disabilities, and orphans--have become observable social phenomena in Chinese campus settings. This review examines, from a social psychological perspective, how the herd effect operates within physical campus environments to trigger, amplify, and consolidate prejudice and discrimination held by majority groups toward minority students. Adopting a literature review methodology, this paper synthesizes Asch's conformity experiments, behaviorist theory, Freudian individual unconscious, Jungian collective unconscious, and empirical studies on school bullying and peer conformity published over the past two decades. The central argument proposes a "three-tiered ladder" through which the herd effect function: first, linguistic stigmatization transforms neutral identity labels such as "gay" and" Tang"(a colloquial abbreviation for Down Syndrome in Chinese, used similarly to offensive slurs like "mong" in English) into tools of humiliation; second, social isolation dismantles the victim's support network; and third, peer pressure escalates into physical violence and property damage. This mechanism is significantly amplified within the Chinese collectivist educational context, where the physical inseparability of fixed-class systems extends conformity pressure from temporary behavior into chronic survival anxiety.
This study aims to compare the motivation levels of male and female eighth-grade students during volleyball instruction at SMP Muhammadiyah 5 Samarinda. The study employs a quantitative descriptive design with a comparative approach. The sample consisted of 61 students: 30 males and 31 females. A total sampling technique was used, meaning all members of the population meeting the research criteria were included in the sample. Data were collected using a learning motivation questionnaire based on indicators of needs, persistence, drive, expectations, reinforcement, and goals. The instrument underwent validity and reliability testing prior to use. Data were analyzed using descriptive statistics, normality tests, homogeneity tests, and an independent samples t-test. The results showed an average motivation score of 134.13 for male students and 125.61 for female students, with a mean difference of 8.52. The independent samples t-test yielded a t-value of 2.992 (df = 59) and a significance value of 0.004 (p < 0.05). These findings can serve as a reference for physical education teachers in developing instructional strategies that are varied, inclusive, and responsive to students' characteristics and needs, thereby fostering increased learning motivation in volleyball lessons.
Background and Objectives: Architectural spaces are often designed with a strong visual focus, yet their sonic potential remains underexplored. Inspired by the concept of “breathing” that symbolizes life, movement, and vitality, the research project Prana aimed to create a responsive sound installation that enhances the sonic environment in architectural spaces by utilizing efficient wireless communication, sensors, and algorithms, which can evoke the feeling of breathing life into a space, providing visitors with a novel and engaging sensory experience. The designed system offered flexibility for placement and adaptation across various locations. Conducted within the tunnel of Wat Umong in Chiang Mai, Thailand, the exhibition was presented to the public, and the author collected data from visitors for the evaluation. This project serves as an example of how interactive sound design can revitalize architectural environments by creating a dialogue between sound, space, and audience. Methods: The study adopts both research-led and practice-led approaches, examining the interplay between technical design and aesthetic expression. The author collected ideas and designed the technical process of developing interactive sound installation, environmental sound design, multi-channel sound system, and wireless communication to develop the installation. The process of developing and installing the work was closely documented, while visitor experiences were assessed through direct observation and questionnaires during the exhibition period for the evaluation. The collected data was analyzed and presented as results in two aspects, sound design and system design. Results: The sound installation utilized microcontrollers (Arduino) and radio transceivers to process signals from two selected sensors (photoelectric sensor and electric gyroscope) encapsulated in small bells as triggers for algorithmically projecting prepared sounds through a multichannel sound system. The electric gyroscope has been proven to be more effective in representing the movement of the bell in the form of digital data. The collected data from the exhibition reveals that a coherent relationship between sound installation, spatial context, and environmental soundscape forms a vital foundation for innovative sound design. Audience responses emphasized that engagement and satisfaction largely depend on the immersive and experiential qualities of the work, highlighting the significance of site-responsive experimentation and clear design intentions. Conclusions: The Prana project demonstrates how interactive sound design can meaningfully enrich architectural environments by integrating technology, spatial awareness, and aesthetic intention. The findings show that when sound, space, and audience interaction are thoughtfully aligned, architectural settings can be transformed into dynamic, sensory experiences that evoke vitality and presence, much like the metaphor of breathing that inspired the work. Technically, the use of microcontrollers, wireless communication, and motion-based sensing proved effective in creating a flexible and responsive sonic system, with the electric gyroscope offering particularly reliable data for movement-triggered sound generation in this project. Audience feedback confirmed that the success of such installations depends not only on technological capability but also on the experiential coherence and immersion they create. This highlights the importance of site-specific testing, deliberate sound selection, and a clear conceptual foundation. Ultimately, the project offers a practical and artistic framework for future interactive sound installations, highlighting how responsive technologies can animate architectural spaces and foster deeper engagement through sound. Furthermore, developing simple and user-friendly interfaces can extend the accessibility of interactive sound installations.
