As an immersive game that integrates literary narrative, role-playing and social interaction, script-killing is centered on a "triple creation" model composed of the original author, the host and the player: the original author's basic text creation, the host's scenario-based secondary creation, and the player's on-the-spot improvisation. Existing research focuses on the description of the phenomenon, but lacks a systematic analysis of the interaction mechanism and psychological effect of the creative body. This study takes the Script Killing Game as the research object, combines the theoretical frameworks of communication science and psychology, and tries to explore the interactive effects of its "triple creation" mode on the communication power structure and players' psychological experience through in-depth interviews and participatory observation, and analyzes how the different levels of creation affect the players' sensory experience and emotional engagement. The study finds that the "distributed narrative network" composed of the original author, the host and the players breaks the traditional transmitter-receiver dichotomy, and the communication power is dynamically distributed through the process of "translation". The original author provides the open text, the host adjusts the rules through scenario design, and the players improvise and participate in the development of the plot, jointly influencing the process and outcome of the game. In Script Killing, the dual mechanisms of sensory immersion and narrative immersion work together to enhance the players' psychological experience.

Translanguaging has moved from a niche concept to a lively point of debate in language education, and it still feels like a space with plenty left to explore. Much of the existing work has looked at translanguaging in English as a Foreign Language (EFL) classrooms through teachers’ eyes, often in university settings. But what about adolescents—students who are navigating English learning while also managing the everyday pressures of high school? This study turns to that group and examines how high school learners view translanguaging in their EFL classes. Drawing on questionnaire data from 70 high school students, the findings suggest that many students already recognize translanguaging when it happens and, in most cases, respond to it positively. They tend to feel comfortable with their own translanguaging and are also receptive when teachers weave multiple languages into instruction. More importantly, students commonly associate translanguaging with tangible learning gains, especially when it comes to picking up grammar patterns and expanding vocabulary—areas where learners often stall if they rely on English-only input. Students’ attitudes also mattered in a predictive sense: those who viewed translanguaging more favorably were more likely to judge it as beneficial for their English learning overall. Taken together, the study offers practical guidance for teachers who want to use translanguaging in ways that feel supportive rather than distracting, points to several productive directions for research in secondary-school contexts, and encourages students to see translanguaging not as “cheating,” but as a legitimate learning strategy and pedagogy.

In 2014, China’s college entrance examination (Gaokao) reform introduced the “3+1+2” curriculum framework, which links students’ high school subject choices to their future college majors and enrollment opportunities. This study explores how these pivotal academic decisions are influenced by parental expectations, gender norms, and students’ career aspirations within the context of the new policy. Using a mixed-methods approach—incorporating semi-structured interviews and written responses—we explore the interplay of these factors among 34 students in Beijing, China. Findings show 61.8% of students aligned their choices with parental preferences: highly educated parents (with a master’s degree or higher) predominantly steered students toward STEM fields (50%), while 80% of low-educated parents (with a junior high school education or lower) favored humanities, driven by perceptions of stable employment for government jobs. Gender differences were also evident: males leaned toward STEM (e.g., computer science), and females toward arts/humanities. Most students (79.4%) had clear interests (63% influenced by family), while 20.6% made utilitarian choices. While the “3+1+2” reform expands subject choices, it remains constrained by family background and gender norms, reproducing inequalities. We recommend enhancing information support for low-educated families and providing gender-equitable guidance to foster inclusive decision-making.

As a crucial component of intangible cultural heritage, the digital preservation of dialects and slang confronts substantial challenges while embracing burgeoning opportunities in the context of widespread digital technology application. Studies have revealed that Artificial Intelligence-Generated Content (AIGC) technology has demonstrated tremendous potential in the creation, dissemination, promotion, and digital construction of dialect and slang content. It empowers the development of local digital resource libraries, aids content creation by building intelligent corpora, innovates dissemination via multi-channel matrices and breathes life into dialects and slang, making them really come alive. However, technological intervention simultaneously introduces a series of ethical dilemmas, such as the distortion of local cultures, the ambiguous attribution of copyright, and an unclear definition of responsibility. This paper argues that only through broad public participation and the collaborative governance of multiple stakeholders can the digital civilization and cultural heritage prosper together, ensuring the preservation of dialectal and slang diversity.

With the development of religious culture, a extreme form of religion-cult is also becoming more rampant, they use specific means to brainwash the minds of believers and manipulate their behaviors, which negatively affects their physical and mental health. In this paper, This paper will analyze the foot-in-the-door technique and deindividuation used by the cult the Movement for the Restoration of the Ten Commandments of God (MRTCG) to explain the reasons why believers, after joining into the cult, end up in self-immolations. Also, this paper will give a solution to improve the social consequence - more people fall into the cult and end up following the organization's instructions to commit suicide - by placing more advertisements that popularize the cult's brainwashing techniques to the public in order to provide a forewarning to better resistance to the cult's persuasions, however, this method also has the disadvantage of being ineffective when the target audience is distracted.

With the continuing rise in psychological stress among young people and the widespread adoption of artificial intelligence technologies, chatbots have gradually become a new channel for emotional expression and emotional support among youth. Drawing on the ABC Attitude Model, this study applies grounded theory to analyze semi-structured interview data from 17 young users aged 15–34, exploring their attitudinal structure and behavioral responses when using chatbots for emotional support. The findings show that young users exhibit both instrumental endorsement and emotional dependence on chatbots, while simultaneously maintaining vigilance and skepticism regarding their empathic capacity, response quality, and privacy/security—forming a contradictory attitude in which “dependence and vigilance” coexist. On this basis, users develop behavioral regulation strategies such as boundary setting and control of usage frequency. The article constructs an interactive mechanism of “cognition–ambivalent attitude–behavioral intention,” revealing a pattern of reflexive dependence in youths’ practices of digital emotional support, and providing theoretical references and practical implications for the design of AI affective products and for youth mental-health services.

This study investigates the equity issues in physical education (PE) and examines the role of leadership in addressing these challenges. Despite its significance for student development, PE faces substantial equity barriers, including gender discrimination, resource inequality, and cultural disparities. These issues directly impact student development and the overall educational environment. Using a comprehensive literature review and conceptual analysis, this study explores the multifaceted nature of equity in PE, highlighting the importance of leadership in creating inclusive and equitable PE environments. The study emphasizes the need for leaders to adopt deliberate and considerate approaches, including strategic planning, resource allocation, and professional development, to promote educational equity and enhance student participation. The findings provide actionable recommendations to improve the PE system and advocate for a more inclusive and supportive educational environment. Future research will integrate social surveys to offer more empirical data support and track the impact of educational policy reforms on PE practices in different regions.

The aim of this study was to investigate the relationship between working memory (WM) and fundamental movement skills (FMS) in preschool children and to examine the roles of age and gender in this context. A total of 131 preschool children were recruited, and their WM abilities and FMS levels were assessed using standardized WM tasks and the TGMD-3. The results revealed no significant gender differences in WM tasks and total FMS scores, with the exception of the backward digit span task. Weak to moderate significant positive correlations were found between total WM score and total locomotor skills score (r≈0.265) as well as total FMS score (r≈0.245). Furthermore, age significantly predicted the total score of object control skills (OCS), while the total WM score was a significant positive predictor of the total FMS score. These findings suggest an association between WM and FMS in preschoolers, with age being a significant influencing factor. The results have important implications for preschool educational practices and related intervention studies.

Music, a universal language that can be understood all over the world, has a powerful power to communicate the rich feelings and emotions of human beings. The melody of music will stimulate people's physiological reactions, such as speeding up the heartbeat or relaxing muscles, and then affect people's emotions. Therefore, this paper will focus on exploring the influence of music on emotions. This article discusses how music affects mood from many important angles. Through the related research based on music and neuroscience, this paper reviews the whole process of music influencing emotions. In addition, the article also makes an exploratory analysis of the application of music in therapy. It is of great significance to have a deep understanding of these factors, which helps employees to skillfully make music an effective tool to improve their emotional state and mental health quality in the work scene and people's daily life in general.

Deep-synthesis technology—an artificial intelligence technique used primarily for audiovisual content—has been misused in ways that are systematically deconstructing the trust ecosystem of social media. This study innovatively unpacks social media trust into three dimensions (platform trust, information trust, and user trust) and, using a survey-experiment design (n = 522), examines the differentiated erosive effects of deep-synthesis content within social media platforms. Taking Douyin (the Chinese version of TikTok) as the context, we employ five categories of deep-synthesis videos as stimuli and control for topic-related confounds. The findings show that deep-synthesis content exerts a negative impact on social media trust, with information trust being the most severely damaged, followed by platform trust; user/interpersonal trust exhibits a lagging and comparatively weak effect. These results reveal differentiated pathways through which technological alienation disrupts trust mechanisms and provide a theoretical basis for platform governance and user-level cognitive interventions.