Jul 2026· International Journal on Perceptive and Cognitive Computing· Vol 12, pp. 104-110· 0 citations· 23 references
Abstract
Traditional mental health assessments for anxiety and depression often face limitations due to their overtly clinical nature and susceptibility to self-report and social desirability biases. To overcome these barriers, this preliminary study explores the feasibility and user acceptance of decision-based games as immersive, early-screening tools specifically targeting university students. Employing a qualitative descriptive design, the research integrated a multimedia production methodology with semi-structured interviews and user acceptance testing (UAT) involving clinical psychologists, academic experts, and student volunteers. The findings indicate that decision-based games can successfully and practically integrate standard psychometric tools, such as the GAD-7 and PHQ-9, yielding high user acceptance. However, experts stressed that to maintain psychological safety and clinical validity, these games must be strictly classified as preliminary screening tools rather than diagnostic instruments, and they must retain the exact original wording of the assessments. Furthermore, targeted design mechanics, including culturally resonant scenarios, minimalist anxiety-sensitive visuals, and brief 5- to 10-minute gameplay sessions, significantly enhance user engagement. Ultimately, well-designed decision-based games offer a viable, engaging, and less stigmatizing alternative to traditional questionnaires for routine mental health screening.
Abstract Background Most applications for depression lack comprehensive theoretical integration and qualitative assessments of university students’ needs remain insufficient. Objective This study aimed to explore the needs and experiences of university students with depressive symptoms and develop a theory-driven app design framework tailored to the target population. Methods A post-positivist qualitative framework was used to recognize the value of subjective experience. Semi-structured interviews were conducted with 32 students with moderate to moderately severe depression. Reflexive thematic analysis was used to identify themes in the data. Results Three themes emerged: app design, help-seeking processes, and core features of cognitive behavioral therapy. Students emphasized the importance of discreet, user-friendly design, such as positive naming, privacy protection, and flexible reminder functions. Although some expressed concerns regarding the empathy and reliability of artificial intelligence, others valued its anonymity and capacity to provide immediate support. Regarding theoretical integration, participants considered monitoring emotions and physical sensations essential but also highlighted the need for diverse and personalized methods. The conceptualization of self-monitoring data was considered useful for facilitating clinical consultations. Conclusion Students considered theory-based health education as effective for improving mental health knowledge and promoting help-seeking awareness. The findings support clinical decision-making in developing more effective digital tools.
Li-Ting Chen, H. Hsu, M. Lou et al.· International Journal of Qua...· 0 citations
Background: The rapid acceleration of digitalization has expanded the accessibility of contemporary mental health services; however, transitioning clinical assessments to virtual settings raises concerns regarding diagnostic accuracy due to the limited observation of clients' nonverbal behaviors. Objective: This study aimed to evaluate the effectiveness, strengths, and limitations of online psychological assessment from the perspective of university students. Methods: A descriptive qualitative design was employed. Data were collected through in-depth interviews with undergraduate students at Universitas Negeri Gorontalo who had experienced telemental health services, and were analyzed using thematic analysis. Results: Online psychological assessment is highly effective for early detection, rapid preliminary screening, and mitigating social stigma by providing anonymity that fosters client self-disclosure. However, its diagnostic efficacy is fundamentally constrained by systemic losses of nonverbal cues (such as micro-expressions and body language) and technical signal latencies. Conclusion: Virtual psychological assessment cannot entirely replace traditional face-to-face clinical evaluations but functions as a vital, complementary entry point within a hybrid telemental health counseling model. This approach integrates the accessibility and stigma-reducing benefits of digital platforms for initial screening with the diagnostic depth of in-person clinical observation. Originality/Value: This study offers novel empirical insights into the field of clinical psychology and telemental health by uncovering qualitative evaluations of virtual psychological assessments within a regional higher education context that has remained underexplored. These findings enrich empirical evidence while providing a strategic reference for university counselors and mental health practitioners in formulating and developing standardized virtual assessment protocols.
Devy Sekar ayu Ningrum, Sitti Rahma Zuleykha Aven Hinelo, Nazwa Rizkia Ismail et al.· International Journal of Cou...· 0 citations
Public speaking training and public speaking anxiety (PSA) treatment increasingly rely on technology-mediated systems, including web, mobile, desktop, and immersive virtual reality (VR) tools. This comprehensive review identifies and maps information and communication technology (ICT)-based public speaking interventions for educational training and anxiety-oriented treatment, focusing on platform choice, audience simulation, feedback timing, physiological and behavioral sensing, therapeutic framing, practitioner involvement, and evaluation methods. A PRISMA-inspired process documented identification and screening across Scopus, Web of Science, PubMed, IEEE Xplore, and ERIC for English-language journal articles and conference papers published between 1 February 2015 and 1 February 2025. From 6602 records, 82 participant-validated studies were included. No formal risk-of-bias assessment was conducted. VR accounted for 82.93% of interventions, while research prototypes comprised 72.0% of the evidence base, demonstrating the field’s strong emphasis on immersive and experimental development. At the same time, 64.6% of interventions provided no automated feedback and 36.6% used no physiological or behavioral sensing, highlighting opportunities for more responsive and data-informed systems. The findings can guide the development of future public-speaking training and treatment systems by highlighting recurring design components, promising implementation patterns, and priorities for stronger comparative validation.
Dragoș-Ion Dogioiu, A. A. Morar, A. Moldoveanu et al.· Information· 0 citations
Abstract Background Mental health problems frequently emerge during adolescence and young adulthood, yet many young people do not seek or receive timely support. Digital mental health interventions, including serious games and gamified tools, may improve accessibility and engagement, but evidence for their feasibility and preliminary efficacy across diverse European settings remains limited. Objective This protocol describes the evaluation and trial component of the SMILE (Supporting Mental Health in Young People: Integrated Methodology for Clinical Decisions and Evidence-Based Interventions) project, which aims to evaluate the acceptability, feasibility, reach, and preliminary efficacy of a cognitive behavioral therapy (CBT)–informed gamified mobile intervention for adolescents and young adults, and to explore mechanisms of change and the impact of its implementation contexts. Methods SMILE uses a cluster-randomized, multisite, multiarm adaptive proof-of-concept design across 7 European countries, complemented by semistructured stakeholder interviews. Adolescents and young adults aged 10‐24 years are recruited mainly through schools, universities, and community channels; the target sample is 1438 participants. Clusters are assigned to 1 of 3 sequences comprising a neutral baseline period followed by 2, 4, or 5 game modules, and are randomized to a feedback or no-feedback version of the intervention. The intervention consists of the SMILE Game App (Nurogames and DigitalTwin Technology) and Companion App (RDIUP), which deliver CBT-based gamified content, self-monitoring, experience sampling, and, in one of the study conditions, automated personalized feedback. Primary outcomes are anxiety and depression. Secondary outcomes include well-being, resilience, emotion regulation, self-efficacy, and social anxiety. Feasibility, acceptability, engagement, app usage, in-game metrics, and diary-based digital markers are also assessed. Quantitative data will be analyzed using linear mixed-effects models with adaptive interim analyses. Qualitative stakeholder interviews with young people, their legal guardians, school professionals, and clinicians will be analyzed using inductive thematic analysis within a mixed-methods realist evaluation framework. Results The proof-of-concept trial was prospectively registered on April 29, 2025 (ISRCTN32523126). Study rollout is taking place from September 2025 to June 2026. As of March 2026, recruitment is ongoing, 2 study sequences have been completed, and the third sequence began at the end of March 2026. Primary results are expected in September 2026. Conclusions SMILE is designed to generate evidence on the feasibility, acceptability, and preliminary efficacy of a scalable gamified mental health intervention for young people across diverse European contexts. The findings will inform intervention refinement, evaluation of the added value of personalized feedback, and the design of a future definitive randomized controlled trial and broader implementation in educational and clinical settings.
Unknown authors· JMIR Research Protocols· 0 citations
A structured usability-based validation approach for VR systems translating CBT-informed techniques for non-clinical use is demonstrated and offers practical guidance for the design and evaluation of immersive mental health technologies.
Mashael Bin Sabbar, Gary Ushaw, Rich Davison· Multimodal Technologies and...· 0 citations
The increasing prevalence of anxiety, depression, and stress has intensified the demand for scalable, evidence-based psychological interventions that can be delivered across traditional and digital modalities. University students represent a high-risk group due to academic demands and developmental transitions, making them a relevant population for evaluating flexible, technology-mediated interventions. Cognitive-behavioral therapy (CBT)-based psychoeducation offers a structured approach that may accommodate variability in accessibility, preferences, and delivery contexts. This quasi-experimental pre–post study evaluated a CBT-based psychoeducation protocol delivered in group settings in both online and in-person formats. A total of 104 undergraduate and graduate students participated and completed the intervention. Symptom severity was assessed using the Depression, Anxiety and Stress Scale (DASS-21), the Hamilton Anxiety Rating Scale (HAM-A), and the Beck Depression Inventory–II (BDI-II). Significant reductions in anxiety, depression, and stress symptoms were observed over the intervention period, with moderate to large effect sizes. DASS-21 scores decreased from moderate to mild severity levels, and reductions were also observed in BDI-II and HAM-A scores. No significant differences were found between delivery modalities. These findings support the potential of CBT-based group psychoeducation as a scalable intervention. Similar patterns of symptom change were observed across delivery formats, contributing to the expansion of accessible and digitally informed mental health care.
Francielle Assumpção, Gabriela Oltramari, Gabriel Henrique Bomfim de França et al.· Psychiatry International· 0 citations
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