Learning about biodiversity – both conceptually and in practice – is key to fostering pro-environmental behaviors, yet it is difficult to teach because it spans multiple disciplines and meanings. Augmented reality (AR) can enhance engagement, motivation, and learning, while outdoor experiences are known to strengthen environmental affects. We therefore examined whether location-based AR is more effective than a non-digital resource for biodiversity learning within an analogical-reasoning teaching sequence. In a crossover experiment, 169 French-speaking Swiss pupils (aged 12–17) explored two nature areas containing differentiated content. Each pupil used AR in one area and a paper-based resource in the other; footsteps were measured with pedometers, and pupils completed multiple-choice questionnaires and psychometric scales. Relative to the non-digital condition, location-based AR led to higher theoretical knowledge scores and greater nature exploration (footsteps). However, we observed no significant differences in environmental affects. These findings contribute empirical evidence on AR for biodiversity education that can help educators develop learning activities that meet their pedagogical goals: location-based AR can bolster knowledge and exploration, yet – under the present design – it may not translate into broad affective change. We discuss implications for aligning AR design with motivational scaffolds and nature connectedness goals.

The Internet has become a key medium for sexual exploration and gratification. This study aimed to identify latent subgroups based on engagement in offline sexual behaviors and Online Sexual Activities (OSAs); examine the extent to which classes are predicted by key sociodemographics and OSA motives; and investigate how classes differ on sex addiction, trait emotional intelligence (EI) and satisfaction with life (SWL). 639 Italian active OSA users (61.7 % females) aged 18–77 (M = 31.2, SD = 10.4) completed an online survey assessing: autoerotism, sexual intercourse and OSAs frequency (12 items); OSAs motives (18 items); Bergen-Yale Sex Addiction Scale; Trait Emotional Intelligence Questionnaire–Short Form; Satisfaction with Life Scale. Latent Class Analysis identified three classes: Solitary (32 %), characterized by solitary behaviors; In-person (45 %), marked by in-person sexual activity and limited OSAs; and Highly Engaged (23 %), with frequent offline and online sexual behaviors. R3STEP analysis showed that sex, living and relationship status, religiosity, number of occasional sexual partners, and motives such as Social Pressure, Coping/Escaping, and Fantasy distinguished the classes. The BCH procedure, used to examine distal outcomes, revealed that individuals in the Highly Engaged class exhibited the highest risk of sex addiction, followed by those in the Solitary and In-person classes. Compared to the In-person class, the Highly Engaged group reported lower levels of trait EI and SWL. Findings delve into diverse shapes of sexuality in the digital era, highlighting how and for whom sexual behaviors may be problematic and underscoring the importance of studying OSAs alongside offline sexual behaviors. • LCA identified three sexual behavior classes: Solitary, In-person, Highly Engaged. • Classes differ by sex, living, relationship, religion, casual partners, OSA motives. • Highly engaged shows the highest sex addiction risk and lowest trait EI and SWL. • The study supports integrating online and offline sexual behavior in research.

Problematic media use in children and adolescents has been linked to various mental health concerns. Given the increasing prevalence of media use among German children, it is crucial to have a valid tool to assess problematic media use. The present study validated the 9-item short form of the problematic media use measure PMUM-SF (Domoff et al., 2019) in a German sample of N = 240 parents of 4-16-year-old children and explored its relationship with child and parental mental health. Parents completed questionnaires on their child's problematic media use (PMUM-SF, Domoff et al., 2019; BSMAS, Andreassen et al., 2016), psychosocial functioning (SDQ; Goodman, 1997), their own mental health (DASS bubbles, Brailovskaia et al., 2024) and media use online (CAFE MAQ, Barr et al., 2020; DISRUPT, McDaniel, 2021). The German version of the PMUM-SF demonstrated high internal consistency, and good convergent and incremental validity. Problematic media use was significantly associated with age and with child functioning such as externalizing and internalizing problems. Problematic media use, not duration, predicted child psychosocial functioning. Furthermore, parental media use and parental stress and depression were positively correlated with child problematic media use. The more problematic the media use, the more media rules were set by the parents, when controlling for the child's age. The study thus supports the use of the German version of the PMUM-SF as a measure of problematic media use in children ages 4 through 16 years old. • The German PMUM-SF version is a reliable tool to assess problematic media use. • Problematic media use, not the duration of use, predicts child psychosocial functioning. • Child problematic media use is associated with parental mental health.