How can restaurants entice patrons to order environmentally sustainable dishes? Testing new approaches based on hedonic psychology and affective forecasting theory.

Encouraging restaurant guests to order vegetarian dishes plays a key role in creating a more environmentally sustainable tourism sector. However, for many consumers eating a meat dish is an important aspect of their enjoyment-focused restaurant experience. Identifying new approaches that support restaurants in selling more vegetarian dishes are urgently needed. Drawing from hedonic psychology and affective forecasting theory, this study tests two interventions aimed at directing ordering towards specific vegetarian dishes in a scenario-based survey experiment with 742 consumers. Results show the potential of affective forecasting as a promising psychological mechanism. Displaying an appetising picture of a vegetarian dish on a menu increases stated ordering of the dish because the picture directs consumer attention to the dish and triggers them to imagine eating the dish. Consumers who imagine eating the dish feel stronger anticipated enjoyment of eating it. Adding to the picture an invitation to imagine eating the dish does not further increase the effect. This study explains the psychological mechanism of how a picture of an appetising vegetarian dish changes food choices and provides restaurants with a cost-effective measure to direct ordering towards more environmentally sustainable dishes.

The affective response to positive performance feedback is associated with motor learning.

Motor skill learning and performance are improved when successful actions are paired with extrinsic rewards, such as money. Positive feedback indicating successful task performance is thought to induce intrinsic reward associated with goal attainment, evidenced by increases in positive affect that correlate with neural reward signaling. However, it is not clear whether the subjective, internal reward processes elicited by positive feedback promote motor learning and performance.Here, we tested the hypothesis that intrinsic reward elicited by positive feedback promotes motor learning and performance. Participants practiced a visuomotor interception task using a joystick, and received feedback during practice indicating success or failure depending on their accuracy. During practice, the accuracy demands were adapted to control and vary the frequency of positive feedback across randomly ordered blocks of practice at either 50%, 70%, or 90%. Performance was measured for each condition as the average accuracy during practice. Learning was estimated by measuring the accuracy pre and post practice in the absence of feedback. We queried participants periodically on their enjoyment of the task to index affective responses to performance feedback.The intrinsic reward elicited by positive feedback, operationalized by the increase in enjoyment immediately following positive versus negative feedback, was positively correlated with learning from pre to post practice. However, increasing the overall amount of positive feedback by lower accuracy demands did not improve performance. These results suggest that experiencing intrinsic reward due to positive feedback benefits motor learning only when it is contingent on good performance.

Acute psycho-physiological responses to submaximal constant-load cycling under intermittent hypoxia-hyperoxia vs. hypoxia-normoxia in young males.

Background: Hypoxia and hyperoxia can affect the acute psycho-physiological response to exercise. Recording various perceptual responses to exercise is of particular importance for investigating behavioral changes to physical activity, given that the perception of exercise-induced pain, discomfort or unpleasure, and a low level of exercise enjoyment are commonly associated with a low adherence to physical activity. Therefore, this study aimed to compare the acute perceptual and physiological responses to aerobic exercise under intermittent hypoxia-hyperoxia (IHHT), hypoxia-normoxia (IHT), and sustained normoxia (NOR) in young, recreational active, healthy males. Methods: Using a randomized, single-blinded, crossover design, 15 males (age: 24.5 ± 4.2 yrs) performed 40 min of submaximal constant-load cycling (at 60% peak oxygen uptake, 80 rpm) under IHHT (5 × 4 min hypoxia and hyperoxia), IHT (5 × 4 min hypoxia and normoxia), and NOR. Inspiratory fraction of oxygen during hypoxia and hyperoxia was set to 14% and 30%, respectively. Heart rate (HR), total hemoglobin (tHb) and muscle oxygen saturation (SmO2) of the right vastus lateralis muscle were continuously recorded during cycling. Participants' peripheral oxygen saturation (SpO2) and perceptual responses (i.e., perceived motor fatigue, effort perception, perceived physical strain, affective valence, arousal, motivation to exercise, and conflict to continue exercise) were surveyed prior, during (every 4 min), and after cycling. Prior to and after exercise, peripheral blood lactate concentration (BLC) was determined. Exercise enjoyment was ascertained after cycling. For statistical analysis, repeated measures analyses of variance were conducted. Results: No differences in the acute perceptual responses were found between conditions (p ≥ 0.059, ηp 2 ≤ 0.18), while the physiological responses differed. Accordingly, SpO2 was higher during the hyperoxic periods during the IHHT compared to the normoxic periods during the IHT (p < 0.001, ηp 2 = 0.91). Moreover, HR (p = 0.005, ηp 2 = 0.33) and BLC (p = 0.033, ηp 2 = 0.28) were higher during IHT compared to NOR. No differences between conditions were found for changes in tHb (p = 0.684, ηp 2 = 0.03) and SmO2 (p = 0.093, ηp 2 = 0.16). Conclusion: IHT was associated with a higher physiological response and metabolic stress, while IHHT did not lead to an increase in HR and BLC compared to NOR. In addition, compared to IHT, IHHT seems to improve reoxygenation indicated by a higher SpO2 during the hyperoxic periods. However, there were no differences in perceptual responses and ratings of exercise enjoyment between conditions. These results suggest that replacing normoxic by hyperoxic reoxygenation-periods during submaximal constant-load cycling under intermittent hypoxia reduced the exercise-related physiological stress but had no effect on perceptual responses and perceived exercise enjoyment in young recreational active healthy males.

The impact of teachers' emotional support on EFL learners' online learning engagement: The role of enjoyment and boredom.

Learning engagement is acknowledged as a vital proxy for evaluating the quality of online education, and teachers' emotional support, as an essential component of social support within the educational environment, positively influences learners' online learning engagement. The present study draws on Person-environment Interaction Model and Broaden-and-Build Theory to investigate the effect of teachers' emotional support on online learning engagement for English as a Foreign Language (EFL) learners and the mediating roles of academic emotions, specifically enjoyment and boredom. A questionnaire survey was conducted among 411 Chinese college EFL learners who were selected through convenience sampling. The results revealed that teachers' emotional support was not a direct predictor of online learning engagement but indirectly affected it through the mediating role of enjoyment and the serial mediating roles of both enjoyment and boredom. Additionally, the mediating effect of enjoyment was much stronger than the chain mediating effect of enjoyment and boredom. Teachers should pay more attention to facilitating learners' enjoyment and relieving their boredom, which would enhance the positive impact of teachers' emotional support on online learning engagement. These results have some pedagogical implications for improving students' online English learning engagement and enhancing the quality of sustainable online education.

Crosswalking Four Pain Impact Measures in a Nationally Representative Sample of Adults with Back Pain.

OBJECTIVE: To generate crosswalk equations and tables for four pain impact measures: the Impact Stratification Score (ISS), Oswestry Disability Index (ODI), Roland-Morris Disability Questionnaire (RMDQ), and the Pain, Enjoyment of Life and General Activity Scale (PEG). DESIGN: Cross-sectional survey assessing demographics and pain impact. Crosswalks were developed using item response theory (IRT) co-calibrations and linear regressions between the ISS, ODI, RMDQ, and PEG. SETTING: Online panel. PARTICIPANTS: Population-based sample of U.S. adults aged 18 and older. Eligibility criteria were reporting currentback pain, not reporting two fake health conditions, and having data for two or more pain measures (N = 1,530; 37% of sample). Crosswalks were developed (n = 1,030) and cross-validated in a sub-sample of 500 participants (n = 125 randomly sampled from each ISS quartile). INTERVENTIONS: Not Applicable. MAIN OUTCOME MEASURES: ISS, ODI, RMDQ, and the PEG. RESULTS: Associations of the ISS with the PEG and ODI met the criteria for IRT co-calibration. Other measure pairs were cross-walked using regression. Associations were strongest between the PEG and the ISS (r = 0.87, Normalized Mean Absolute Error [NMAE] = 0.38) and between the ODI and the ISS (r = 0.85, NMAE = 0.39). Associations were weakest between the PEG and the RMDQ (r = 0.69, R2 = 0.48, NMAE: 0.55-0.58). Regression equations and IRT accounted for between 48% to 64% of the variance (NMAE: 0.38-0.58) in corresponding pain measures in the cross-validation sample. CONCLUSION: The crosswalks between the ISS and common legacy pain measures created in this study of a nationally representative sample of U.S. adults with back pain can be used to estimate one pain impact measure from another. Further evaluation in clinical samples is recommended.

Development and application of a learning enjoyment scale for pedagogical activities.

The impact of learning enjoyment on motivation, enthusiasm, and overall learning experiences is significant. Previous studies, lacking an unbiased tool for measuring enjoyment and confronting various influencing factors, produced conflicting results regarding enjoyment levels in different instructional methods. Hence, we developed a learning enjoyment scale for evaluating both active and passive educational activities. We applied the developed scale to 112 first-year medical and dental students to assess their enjoyment during didactic physiology lectures and explored possible associated factors. Within this data note, we present students' responses to the developed LES. The LES encompasses six dimensions: knowledge, comprehension, application, analysis, concentration, and enjoyment. Students provided ratings for each dimension on a five-point Likert scale, spanning from 1 (strongly disagree) to 5 (strongly agree). The cumulative scores across the six dimensions range from a minimum of 6 to a maximum of 30. These total scores can be categorized as excellent (> 24), acceptable (18-24), or low (< 18). The second section of the dataset examines specific factors influencing overall enjoyment, such as teacher proficiency, topic difficulty, active student participation, objectives fulfillment, low stress levels, and self-perceived acquisition of skills. In addition to objective measurement of students' enjoyment level, the LES can be utilized for quantitative cross-comparisons between different teaching activities. By employing this dataset, we will undertake an analysis to determine the internal consistency of the Learning Enjoyment Scale (LES), with the anticipation that the outcomes will be published in another venue.

Enjoyment in foreign language learning: A systematic review.

In recent years, research on enjoyment in foreign language (FL) learning has flourished. To help illuminate the existing scope of inquiry and guide future research, this paper presents a systematic review of 118 empirical studies on FL learning enjoyment published between 2014 and 2023. Each study was coded according to its research context, methodological features, and research focus. The results indicate (1) a heavy focus on adult English as a foreign language (EFL) learners whose first languages are Chinese or Persian within traditional classroom learning settings; (2) a strong preference for quantitative methods; and (3) a prominent focus on enjoyment's antecedents and effects. Drawing upon these findings, we recommend that future research (1) addresses the experiences of language learners from diverse demographic backgrounds in a wider variety of learning settings; (2) applies multimodal methods to thoroughly assess the experience of enjoyment from both objective and subjective perspectives; and (3) explores the nature of enjoyable teacher-student or student-student socio-emotional interaction in greater depth.

From literacy to learning: The sequential mediation of attitudes and enjoyment in AI-assisted EFL education.

Artificial intelligence (AI) has become increasingly prominent in English as a Foreign Language (EFL) education. However, research on the factors influencing learners' sustained engagement with AI-assisted learning is scarce. This study bridges this gap by investigating the impact of AI literacy, learner attitudes toward AI-assisted learning, and foreign language enjoyment (FLE) on Chinese EFL learners' continuance intention (CI) for AI-assisted EFL learning. A survey of 417 EFL learners was conducted, and structural equation modeling was utilized to elucidate the relationships between these variables. The findings reveal that AI literacy, learner attitudes, and FLE significantly predict the CI. Moreover, AI literacy indirectly influences CI by mediating learner attitudes and FLE. Finally, FLE mediates the relationship between learner attitudes and CI. The study verifies a sequential mediation model, providing new insights into EFL learners' cognitive and affective traits and extending current models on the continuance intention in AI-assisted EFL learning. The research underscores the necessity for educators and technology developers to consider learners' interests and feedback, which are crucial for the sustainable progress of AI-assisted EFL learning.

Investigating the Association of Chinese EFL Students' Growth Mindset, Grit, and Foreign Language Enjoyment: A Structural Equation Modelling Study.

The importance of individual differences, personality traits, and psycho-affective factors in second language (L2) learning has been increasingly substantiated by recent research. However, the relationship between students' mindsets and positive emotions has received insufficient attention in the English as a foreign language (EFL) context. To fill this research gap, we drew on "broaden-and-build" and "control value" (CVT) theories to examine associations among L2 students' growth mindset, grit, and foreign language enjoyment (FLE). A sample of 750 Chinese students completed three formerly validated scales on each of these constructs. Structural equation modeling (SEM) and correlation analysis illustrated significant, strong, positive correlations among English as a foreign language (EFL) students' growth mindset, L2 grit, and FLE. We found that 56% of changes in Chinese students' FLE could be predicted by changes in their growth mindset and grit. We discuss the obtained results, their implications, and future research directions to highlight the contagious nature of positive emotions in L2 education.

The role of audiovisual congruence in aesthetic appreciation of contemporary music and visual art.

Does congruence between auditory and visual modalities affect aesthetic experience? While cross-modal correspondences between vision and hearing are well-documented, previous studies show conflicting results regarding whether audiovisual correspondence affects subjective aesthetic experience. Here, in collaboration with the Kentler International Drawing Space (NYC, USA), we depart from previous research by using music specifically composed to pair with visual art in the professionally-curated Music as Image and Metaphor exhibition. Our pre-registered online experiment consisted of 4 conditions: Audio, Visual, Audio-Visual-Intended (artist-intended pairing of art/music), and Audio-Visual-Random (random shuffling). Participants (N = 201) were presented with 16 pieces and could click to proceed to the next piece whenever they liked. We used time spent as an implicit index of aesthetic interest. Additionally, after each piece, participants were asked about their subjective experience (e.g., feeling moved). We found that participants spent significantly more time with Audio, followed by Audiovisual, followed by Visual pieces; however, they felt most moved in the Audiovisual (bi-modal) conditions. Ratings of audiovisual correspondence were significantly higher for the Audiovisual-Intended compared to Audiovisual-Random condition; interestingly, though, there were no significant differences between intended and random conditions on any other subjective rating scale, or for time spent. Collectively, these results call into question the relationship between cross-modal correspondence and aesthetic appreciation. Additionally, the results complicate the use of time spent as an implicit measure of aesthetic experience.

Automated driving experiences, attention, and intentions following extensive on-road usage of a level 2 automation vehicle.

INTRODUCTION: An on-road study was conducted to examine the effects of level 2 automation on the stressfulness and enjoyment of driving and driving attention following prolonged usage. The study also examined the changes in the automated driving experience and attention over time as well as important predictors such as pre-driving trust in technology and attitudes toward automated systems. METHOD: Motorists who had never used automated systems drove a level 2 automation vehicle for a 6-8 week period. RESULTS: Participants reported that the automated systems reduced the stress of driving and made traveling more enjoyable and relaxing. They also reported that the automation did not make traveling boring and take the fun out of driving. Participants indicated that their minds tended to wander when the automation was operating. The stressfulness of the automated driving experience decreased over time. Participants also reported feeling increasingly comfortable driving with the automation without monitoring it closely. The enjoyment and stress of automated driving is important because it shapes the willingness to use the automation and, hence, the safeness of driving. As expected, intentions to use and purchase automated systems were strongly predicted by the perceived favorableness of driving with the automation. Participants' pre-driving beliefs about automated systems, rather than their trust, appears to have shaped their experiences with the automation. PRACTICAL APPLICATIONS: Although some of the findings suggest that automated systems increase unsafe behavior by novice users, other facets of the surveys suggest that motorists are cognizant of the risks of automated driving and discreet in their usage of the automation.

Small talk in videoconferencing improves conversational experience and fosters relationships.

Small talk plays a big role in conversational perception. In the study here, pairs of conversational participants engaged in three iterations of an ecologically valid task-break dialogue where the break was either small talk via videoconferencing or waiting the same amount of time with cameras and mics turned off. Small talk increased conversational participants' enjoyment of conversations, their willingness to engage in future conversations with their addressees, and their actual engagement in unprompted conversations with their addressees. Dyads who were instructed to engage in small talk conversation during breaks were approximately three and a half times more likely to have conversations in the sixty second unprompted conversation period at the end of the study compared to dyads whose cameras and mics were off during the earlier break periods. Reciprocity effects previously observed in audio-only and text-only communication were not observed in this study. The findings presented here demonstrate that not only can the positive influence of small talk be replicated and extended to videoconferencing interactions, but such talk can also lead to an increased desire for continued interactions with conversational partners.

Placebo Effects on the Enjoyment of Physical Activity and Performance among Kindergarten Children: A Randomized Controlled Trial.

Studies with adults and school children have shown that placebos can enhance motivation and performance in physical activities. This study aimed to investigate whether similar effects are present in kindergarten-aged children. A total of 101 children (58 girls, 43 boys) aged 3 to 6 years were randomly assigned to one of two groups that either received a deceptive placebo (DP: "magic potion") or a nondeceptive placebo (NDP: "water") to enhance physical abilities. Each child completed three tasks (sprinting; balancing: standing on a balance board; strength: using a handheld dynamometer) both with and without the placebo. The variables assessed included task performance, enjoyment, and expected and perceived placebo efficacy (measured with nonverbal pictorial rating scales). Results showed that both the DP and NDP increased speed. For strength, balance, and task enjoyment (which was very high), no placebo-induced changes were observed. Expected efficacy was higher for the DP; perceived efficacy did not differ between DP and NDP. In conclusion, reported outcome expectations indicated that kindergarten-aged children were already able to differentiate between the two types of placebos which exhibited positive effects concerning running performance. This encourages further research on using nondeceptive placebos to enhance physical activity, which is crucial for children's overall health.

Exploring the Psychological Effects and Physical Exertion of Using Different Movement Interactions in Casual Exergames That Promote Active Microbreaks: Quasi-Experimental Study.

BACKGROUND: Prolonged sedentary behavior, such as sitting or reclining, has consistently been identified as a stand-alone risk factor for heightened cardiometabolic risk and overall mortality. Conversely, interrupting sedentary periods by incorporating short, active microbreaks has been shown to mitigate the negative effects of sedentary behavior. Casual exergames, which mix elements of casual gaming with physical activity, are one prospective intervention to reduce sedentary behavior because they require physical exertion. Casual exergames have shown promise in fostering emotional and physical advantages when played in specific circumstances. However, little research exists on how different types of movement interactions impact the psychological effects as well as the physical exertion of playing casual exergames. OBJECTIVE: The primary aim of this work was to explore the psychological effects and physical exertion of playing casual exergames lasting 2 minutes. More precisely, the investigation focused on comparing upper body and full body movement interactions. In addition, the work examined variations in body positions, considering both standing and seated positions during upper body movement interactions. METHODS: Two casual exergames were developed and investigated through 2 quasi-experimental studies. In study 1, we investigated how players' perceptions of control, exertion, and immersion were affected by using upper body as opposed to full body exergame controllers when playing casual exergames. In study 2, we investigated differences in positive affect, performance, enjoyment, and exertion when playing casual exergames with upper body movement interactions in seated and standing positions. RESULTS: Study 1 showed that perceived control was significantly higher for upper body movement interactions than for full body movement interactions (P=.04), but there were no significant differences regarding perceived exertion (P=.15) or immersion (P=.66). Study 2 showed that positive affect increased significantly for both standing (P=.003) and seated (P=.001) gameplay. The participants in the standing gameplay group showed slightly higher actual exertion; however, there were no differences between the groups in terms of positive affect, perceived exertion, enjoyment, or performance. CONCLUSIONS: Casual exergames controlled by upper body movement interactions in seated gameplay can produce similar psychological effects and physical exertion as upper body movement interactions in standing gameplay and full body movement interactions. Therefore, upper body and seated casual exergames should not be overlooked as a suitable microbreak activity.

Enjoyment in Sport and Alcohol Use among Adolescents: Examining the Mediating Role of Engagement.

BACKGROUND: Alcohol consumption among young people is a significant public health concern. Previous studies have indicated that participation in sports, through the positive experiences it offers, may function as a protective factor against alcohol intake. This study aimed to examine the influence of enjoyment and personal fulfillment on adolescent alcohol use, exploring the role of engagement with sports as a mediating variable. METHODS: A total of 370 adolescents (mean age = 15.08; SD = 1.48) participated in the study and completed the Alcohol Use Disorder Identification Test, the Enjoyment in Sports Scale, and the Athlete Engagement Questionnaire. RESULTS: The results demonstrated that enjoyment is related to lower alcohol consumption through personal fulfillment and engagement in sporting activity. CONCLUSIONS: It is crucial to facilitate positive experiences in sport that promote engagement and generate a sense of personal fulfillment, as these factors may reduce the likelihood of risky alcohol consumption.

Sex-Related Glycemic and Cardiovascular Responses After Continuous and Interval Aerobic Sessions in Patients With Type 1 Diabetes: A Randomized Crossover Study.

We aimed to investigate sex-related glycemic and cardiovascular responses after intensity- (moderate) and duration- (30 minutes) matched interval aerobic exercise (IAE) and continuous (CAE) aerobic exercise sessions in patients with type 1 diabetes mellitus (T1DM). A total of 19 volunteers (10 women) participated in 2 randomized and crossover sessions (1:1). Heart rate, systolic and diastolic blood pressure, double product, and blood glucose (BG) levels were measured before (PRE), immediately after (POST-0), and 20 minutes after (POST-20) each session. The rates of perceived exertion (RPE) and enjoyment levels (ELs) were assessed after each session. Generalized estimating equations were used to analyze the data (condition × time × sex). Regarding sex-related changes, men showed BG reductions at POST-0 and POST-20 after CAE (∆: -3.7 and -3.7 mmol/L, respectively) and only at POST-0 after IAE (∆: -1.6 mmol/L), with 1 episode of hypoglycemia occurring in the latter group. In contrast, women showed reduced BG values only after CAE at both time points (∆: -1.4 and -1.7 mmol/L) compared with PRE values. The decrease in BG levels at both time points was higher for men after CAE than IAE. Cardiovascular responses, RPEs, and ELs were similar between exercise sessions, except for blood pressure, which showed higher values in men. In conclusion, lower BG levels were observed after CAE, with greater reductions in men. Similar cardiovascular, RPE, and EL responses were found across sexes and sessions. Consideration of sex-specific recommendations may be warranted when prescribing aerobic exercise, particularly, for men with irregular physical activity levels.

Understanding enjoyment within the context of the children-to-youth sport transition in Norwegian soccer: A mixed methods study.

Enjoyment has emerged as a critical factor in understanding dropout and participation in the Norwegian youth soccer context (Persson et al., 2020; Solstad et al., 2022). Moreover, the children-to-youth sport transition within this context represents a shift in underlying values and aims (Hjelseth, 2016). The purpose of this mixed methods study was thus to investigate youth soccer players' enjoyment within the children-to-youth sport transition context. The quantitative phase consisted of 214 soccer players (28.2 % girls, Mage = 12.56 years) who completed a questionnaire, and structural equation modeling was used to analyze the data. The quantitative data informed the selection of participants for qualitative interviews in the next phase. A total of 10 soccer players (6 boys and 4 girls) who had reported different levels of enjoyment were interviewed. Coding reliability thematic analysis was applied to analyze the qualitative data. The results indicated that expectation of success and the mastery-approach goal had a positive relationship with enjoyment. The qualitative data further revealed that love for the sport, being with friends, and learning and mastery were sources of enjoyment for the players. A key finding was that players experienced increased seriousness in the transition, which may have a negative impact on their enjoyment. In conclusion, coaches should emphasize players' expectations of success, learning, and intrapersonal mastery, while creating a team culture that values friendship and passion for the sport. These strategies can enhance enjoyment, potentially sustaining youth participation in soccer during the children-to-youth sport transition.

Emotions in English language classrooms among Chinese top university students.

The role of learner emotions in language learning has long been observed and researched. Of various emotions, foreign language anxiety, enjoyment and boredom have been the most often researched, while research on other emotions like pride and sadness is hardly available in the current literature. Research on emotions in students with special characteristics can be hardly found as well. Hence, this study collected interview data from 26 and survey data from 520 top students in two universities in China to examine their emotions in English language class. Analyses of the data revealed the following major findings: (a) The participants experienced a diversity of emotions in their English language class due to both learner-internal and external reasons, but the most often reported emotions were anxiety, enjoyment and boredom, (b) significant correlations existed among the students' English language classroom anxiety, enjoyment and boredom, (c) English language classroom anxiety and boredom significantly negatively while enjoyment significantly positively predicted the students' English test performance, and (d) English language classroom anxiety debilitated English learning but motivated students to study harder as well; enjoyment facilitated English learning but students might forget much of what had been learned after class; though boredom caused some students to be absent-minded in class, most students would study on their own when feeling bored. These findings further pinpoint the important role and complex nature of learner emotions in second/foreign language learning. Based on these findings, specific suggestions for language teachers and learners are discussed.

Acute effects of outdoor versus indoor exercise: a systematic review and meta-analysis.

Exercise and nature exposure are independently recognised for their positive relationship with health, but their combined effects are not fully understood. The present review summarises the evidence that compares physiological and perceptual differences of a single bout of exercise performed outdoors versus indoors. Nine databases were searched for articles published before March 2021 which utilised controlled designs to assess at least one physiological outcome during or after a single acute bout of outdoor exercise. When appropriate, quantitative analyses were completed. Quality of articles was assessed using the Cochrane Risk of Bias Assessment Tool. The findings of 38 articles (Total N = 1168) were examined. Participants were primarily healthy. Summarised outcomes included objective exercise intensity, perceived exertion, performance, neuroendocrine and metabolic responses, cardiovascular responses, thermoregulation, enjoyment, intention for future exercise, and perceptions of the environment. Outdoor environments increased enjoyment (N = 234, K = 10, g = 1.24, 95% CI = [0.59, 1.89], p < 0.001). Findings for remaining outcomes were non-significant or inconclusive and challenging to interpret due to high risk of bias. Overall, outdoor exercise appears to feel more enjoyable than indoor exercise when matched for intensity, with equivocal physiological benefit.

Person-centered aural rehabilitation program improved mood, cognition, and auditory processing in a professional musician who uses a hearing aid and cochlear implant: Case Report.

Introduction: Aural rehabilitation focused on music for individuals with cochlear implants (CIs) and/or hearing aids (HAs) typically emphasizes perceptual skills rather than enjoyment of music. Yet, those with CIs and/or HAs often struggle to enjoy music, complaining that it sounds distorted with the implant or HAs. Typically, aural rehabilitation programs require a significant time commitment, but this may not be feasible or preferable for many patients. This study aimed to evaluate the efficacy of two individualized intensive 3-week home practice programs focused on enjoyment of music, a personal goal for this subject. Methods: The subject was a professional musician who used a CI and HA. Cognitive measures of global cognitive function, executive function, processing speed, auditory working memory, visual-spatial abilities, verbal fluency, and auditory-verbal memory, as well as auditory electrophysiology (EEG) measures were conducted pre-post experiment 2. Two experiments were undertaken to evaluate responses to two practice programs that incorporated different variations in listening dosage and intervention activities. Results: Experiment 1 resulted in minimal measurable improvements related to music likability ratings, with the highest dosage condition showing a small increase in average likability rating from baseline to week 3. The results of experiment 2 revealed an improvement in likability ratings only when dosage steadily increased each week. The subject also reported improved mood and decreased frustration during weeks two and three of experiment 2. Finally, we found improvement pre-post experiment 2 on several cognitive and EEG measures. Discussion: The results of these experiments are encouraging and support the use of an individualized, person-centered, and semi-structured home practice program to increase music enjoyment and improve quality of life and auditory processing for individuals with hearing loss. Future studies should aim to increase sample size and explore pairing person-centered home practice programs with concurrent clinician-lead aural rehabilitation.