Early Warning Early Action for the Banking Solvency Risk in the COVID-19 Pandemic Era: A Case Study of Indonesia

The COVID-19 pandemic has affected people’s lives and increased the banking solvency risk. This research aimed to build an early warning and early action simulation model to mitigate the solvency risk using the system dynamics methodology and the Powersim Studio 10© software. The addition of an early action simulation updates the existing early warning model. Through this model, the effect of policy design and options on potential solvency risks is known before implementation. The trials conducted at Bank BRI (BBRI) and Bank Mandiri (BMRI) showed that the model had the ability to provide an early warning of the potential increase in bank solvency risk when the loan restructuring policy is revoked. It also simulates the effectiveness of management’s policy options to mitigate these risks. This research used publicly accessible banking data and analysis. Bank management could also take advantage of this model through a self-stimulation facility developed in this study to accommodate their needs using the internal data.

The Learning Process in Live-Action Simulation Games: The Impact of Personality, Motivation, Immersion, and Flow on Learning Outcome in a Simulation Game.

Background Against the backdrop of the cognitive-motivational process model proposed by Vollmeyer and Rheinberg (1998) , this study investigates how the personality trait need for cognition in combination with a specific situation (short and long version of a live-action simulation game), current motivation, and immersion and flow (mediators) predict the learning outcome in the simulation game EVERYDAY LIFE IN THE CLASSROOM ( Starker & Imhof, 2014 ). Methods N = 138 teacher students played the short 2-hour version of the simulation game, and N = 77 played the long 2-day version. Need for cognition, current motivation, immersion, flow, and learning outcome were measured by self-report questionnaires. Results A hierarchical regression analysis was used to determine the impact of the predictor variables (need for cognition, current motivation, immersion, and flow) on the self-evaluated learning outcome. For the 2-hour group, the predictor variables interest, challenge, and immersion (subscale: engagement) impacted self-reported learning outcome significantly positive. For the 2-day group, significant predictors were need for cognition, interest, and immersion (subscale: engrossment). In comparison of the two game versions, students playing the 2-day version reported significantly higher levels of engagement, engrossment, and learning outcome. Conclusion The cognitive-motivational process model of learning was partly supported: interest and immersion predict learning outcome in the live-action simulation game. The extended 2-day version of the game leads to higher levels of immersion and higher learning outcome, indicating that a longer timeframe secures the desired effects on learning outcome from simulation games. Further research needs to shed light on the interaction of personality traits and immersion.

Gaming Duration and Preferences: Relationships with Psychiatric Health, Gaming Addiction Scores and Academic Success in High School Students

Problematic gaming behavior is an important problem that may lead to a recently introduced psychiatric condition named internet gaming disorder (IGD). Gaming addiction has been reported to have major influence on the lives of adolescents and young adults affected by it. Our aim was to determine relationships between gaming-related parameters, academic success, levels of depression, anxiety and stress, and gaming addiction scores. We performed a cross-sectional study comprised of 499 non-senior high school students from the Bakırköy district of Istanbul. Depression, anxiety and stress were measured with the DASS-21, gaming addiction was measured via the IGDS9-SF. A single questionnaire form was prepared to record demographics, game play behavior and preferences, DASS-21 scores and IGDS9-SF scores. Girls comprised 80.2% (n=400) of the participants in this study. Eighty-eight (17.6%) students reported that they did not play games. There was a statistically significant worsening in IGDS9 scores and all subscales of the DASS-21 with increased game playing time. Gaming addiction score was higher in those that reported being academically unsuccessful. Multivariate regression analysis revealed that the factors that increased IGDS9 scores were: time spent gaming, and preference of action, simulation or social media games. Whereas, smartphone gaming was found to be independently associated with lower IGDS9 scores. The association of higher IGDS9 scores with gaming time and preference of action, simulation and social media games, and lower scores with smartphone gaming are interesting results and may have implications in the approach to and treatment of those with IGD.

Action-Perception Coupling and Near Transfer: Listening to Melodies after Piano Practice Triggers Sequence-Specific Representations in the Auditory-Motor Network

Understanding how perception and action are coupled in the brain has important implications for training, rehabilitation, and brain–machine interfaces. Ideomotor theory postulates that willed actions are represented through previously experienced effects and initiated by the anticipation of those effects. Previous research has accordingly found that sensory events, if previously associated with action outcomes, can induce activity in motor regions. However, it remains unclear whether the motor-related activity induced during perception of more naturalistic sequences of actions actually represents “sequence-specific” information. In the present study, nonmusicians were firstly trained to play two melodies on the piano; secondly, they performed an fMRI experiment while listening to these melodies as well as novel, untrained melodies; thirdly, multivariate pattern analysis was used to test if voxel-wise patterns of brain activity could identify trained, but not novel melodies. The results importantly show that after associative learning, a series of sensory events can trigger sequence-specific representations in both sensory and motor networks. Interestingly, also novel melodies could be classified in multiple regions, including default mode regions. A control experiment confirmed these outcomes to be training-dependent. We discuss how action-perception coupling may enable spontaneous near transfer and action simulation during action observation.