The effect of sound environment on spatial knowledge acquisition in a virtual outpatient polyclinic.

This study examines the impact of the sound environment on spatial knowledge acquisition in a virtual outpatient polyclinic. Outpatient polyclinics have a salient role in determining early outpatient treatments of COVID-19 to prevent hospitalization or death and reduce the burden on hospitals. However, they have not been widely investigated in the literature. The studies on spatial knowledge have identified environmental elements mainly related to vision with no focus on sound. Currently, there is limited research on the effect of sound environment on spatial knowledge acquisition in virtual outpatient polyclinics. In this study, a virtual simulated outpatient polyclinic has been created with varying levels of visual and audio cues. Eighty participants were assigned to one of the four groups: a control (no visual signage), a visual (visual signage), an only audio (no landmarks and no visual signage), and an audio-visual group. The virtual environment was presented as a video walkthrough with passive exploration to test spatial knowledge acquisition with tasks based on the landmark-route-survey model. The results showed that a combination of visual signage and sound environment resulted in higher spatial knowledge acquisition. No significant difference was found between the performance of the visual group and the control group that shows that signage alone cannot aid spatial knowledge in virtual outpatient polyclinics. Data from the only audio group suggests that landmarks associated with sound can compensate for the lack of visual landmarks that may help design a wayfinding system for users with visual disabilities.

Spatial proximity matters: A study on collaboration.

As scientific research becomes increasingly cross-disciplinary, many universities seek to support collaborative activity through new buildings and institutions. This study examines the impacts of spatial proximity on collaboration at MIT from 2005 to 2015. By exploiting a shift in the location of researchers due to building renovations, we evaluate how discrete changes in physical proximity affect the likelihood that researchers co-author. The findings suggest that moving researchers into the same building increases their propensity to collaborate, with the effect plateauing five years after the move. The effects are large when compared to the average rate of collaboration among pairs of researchers, which suggests that spatial proximity is an important tool to support cross-disciplinary collaborative science. Furthermore, buildings that host researchers working in the same or related fields and from multiple departments have a larger effect on their propensity to collaborate.

Surviving COVID-19: The Neuroscience of Smart Working and Distance Learning.

The persistence of the coronavirus-caused respiratory disease (COVID-19) and the related restrictions to mobility and social interactions are forcing a significant portion of students and workers to reorganize their daily activities to accommodate the needs of distance learning and agile work (smart working). What is the impact of these changes on the bosses/teachers' and workers/students' experience? This article uses recent neuroscience research findings to explore how distance learning and smart working impact the following three pillars that reflect the organization of our brain and are at the core of school and office experiences: (a) the learning/work happens in a dedicated physical place; (b) the learning/work is carried out under the supervision of a boss/professor; and (c) the learning/work is distributed between team members/classmates. For each pillar, we discuss its link with the specific cognitive processes involved and the impact that technology has on their functioning. In particular, the use of videoconferencing affects the functioning of Global Positioning System neurons (neurons that code our navigation behavior), mirror neurons, self-attention networks, spindle cells, and interbrain neural oscillations. These effects have a significant impact on many identity and cognitive processes, including social and professional identity, leadership, intuition, mentoring, and creativity. In conclusion, just moving typical office and learning processes inside a videoconferencing platform, as happened in many contexts during the COVID-19 pandemic, can in the long term erode corporate cultures and school communities. In this view, an effective use of technology requires us to reimagine how work and teaching are done virtually, in creative and bold new ways.

Digital phenotyping and the COVID-19 pandemic: Capturing behavioral change in patients with psychiatric disorders.

The COVID-19 pandemic has led to unprecedented societal changes limiting us in our mobility and our ability to connect with others in person. These unusual but widespread changes provide a unique opportunity for studies using digital phenotyping tools. Digital phenotyping tools, such as mobile passive monitoring platforms (MPM), provide a new perspective on human behavior and hold promise to improve human behavioral research. However, there is currently little evidence that these tools can reliably detect changes in behavior. Considering the Considering the COVID-19 pandemic as a high impact common environmental factor we studied potential impact on behavior of participants using our mobile passive monitoring platform BEHAPP that was ambulatory tracking them during the COVID-19 pandemic. We pooled data from three MPM studies involving Schizophrenia (SZ), Major Depressive Disorder (MDD) and Bipolar Disorder (BD) patients (N = 12). We compared the data collected on weekdays during three weeks prior and three weeks subsequent to the start of the quarantine. We hypothesized an increase in communication and a decrease in mobility. We observed a significant increase in the total time spent on communication applications (median 179 and 243 min per week respectively, p = 0.005), and a significant decrease in the number of unique places visited (median 6 and 3 visits per week respectively, p = 0.007), while the total time spent at home did not change significantly (median 64 and 77 h per week, respectively, p = 0.594). The data provides a proof of principle that digital phenotyping tools can identify changes in human behavior incited by a common external environmental factor.