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on Neuroeconomics |
| By: | Jacquemin, Philippe; Gräf, Miriam; Mehler, Maren F. |
| Abstract: | The metaverse offers new possibilities in collaborative working, especially in training, as it can reduce costs, enhance safety, and allow learning without affecting the real world. This study examines the impact of the immersion of the training environment (low to high: computer, metaverse, and real world) on subjective and objective performance (mistakes, time, and long-term memory), perceived cognitive effort, and enjoyment—based on an adaption of the cognitive fit and task-technology fit theories—for training assembly tasks to be performed in the real world using LEGO models. Our lab experiment (n=30) shows no significant differences in performance exist, except that training in the metaverse lasted the longest, the perceived cognitive effort for the metaverse and the real world was the lowest, and enjoyment was particularly high for the metaverse. Thus, in addition to performance, other soft factors are important for the success of a technology, emphasising the human factor in learning. |
| Date: | 2025–06 |
| URL: | https://d.repec.org/n?u=RePEc:dar:wpaper:156717 |
| By: | Gambardella, Giulia (University of Perugia); Ben Lenda, Ilham (University of Trento); Mangiavacchi, Lucia (University of Perugia); Piccoli, Luca (University of Trento) |
| Abstract: | This paper examines how an adolescent's relative socioeconomic status (SES) within their school influences their socioemotional development and well-being. Although peer effects on academic outcomes are well-documented, less is known about how an individual's socioeconomic rank among peers shapes non-cognitive skills. Using PISA 2022 data and a school fixed effects model, we investigate the relationship between two measures of relative SES—Socioeconomic Rank and Socioeconomic Gap—and a range of outcomes, including socioemotional skills, self-esteem, and attitudes toward school. Our results show that higher within-school SES rank is significantly associated with better socioemotional skills, greater well-being, and stronger academic motivation. We also find important heterogeneity by gender and migrant background. These findings highlight that an individual's relative socioeconomic position, beyond absolute resources, plays a critical role in shaping adolescent non-cognitive development. |
| Keywords: | relative position, socio-economic status, socio-emotional skills, adolescents |
| JEL: | I24 F22 |
| Date: | 2025–08 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp18060 |
| By: | Mangiavacchi, Lucia (University of Perugia); Piccoli, Luca (University of Trento); Gambardella, Giulia (University of Perugia) |
| Abstract: | This paper estimates the long-term causal effects of music proficiency on emotional intelligence and mental health. Leveraging the staggered rollout of a school orchestra program as a quasi-experimental setting, we identify the causal impact of adolescent musical engagement. Our findings reveal that music training significantly improves both emotional intelligence and mental health into young adulthood. Specifically, musical proficiency fosters key non-cognitive traits, including self-motivation, optimism and adaptability, while also mitigating symptoms of poor mental health, including depression and anxiety. These positive effects are particularly pronounced for males and second-generation migrants. Our evidence demonstrates that learning music has a lasting positive impact on non-cognitive skills, suggesting that universal educational music programs can be a powerful, long-term tool for human capital development and inequality reduction. |
| Keywords: | transition to adulthood, mental health, emotional intelligence, music training, extracurricular activities |
| JEL: | D91 I24 J13 |
| Date: | 2025–08 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp18064 |