A Scoping Review of Virtual Reality Interventions for Youth with Attention-Deficit/Hyperactivity Disorder

Adabla, Samuel; Nabors, Laura; Hamblin, Katie

doi:10.1007/s41252-021-00207-9

Cited by 9 publications

(9 citation statements)

References 26 publications

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“…Given the positive association between global cognitive functioning and academic performance (Tikhomirova et al 2020 ), and social functioning (Bellanti and Bierman 2000 ), VR-based interventions may benefit the daily life of children with ADHD in terms of school performance and peer relations. Results are similar to other reviews that investigated if VR can improve attention and short term memory and management of condition among children and youth with ADHD (Rodrigo-Yanguas et al 2021 ; Adabla et al 2021 ; Peñuelas-Calvo et al 2022 ; Goharinejad et al 2022 ).…”

Section: Discussionsupporting

confidence: 88%

“…included in neurofeedback interventions, cognitive training, serious games) (Barba et al 2019 ; Rodrigo-Yanguas et al 2021 ). Preliminary evidence indicates that such interventions are associated with reduced inattentive symptoms, and mixed findings on impulsivity (Romero-Ayuso et al 2021 ; Adabla et al 2021 ). Recently several scoping and systematic reviews aimed to synthetise the evidence around the use of VR and/or serious games in children and youth with ADHD using other methodologies than RCTs (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Results were suggesting initial supporting evidence in favour of using VR, but they included various VR platforms, some non-immersive (e.g. used screens and desktops) and serious video games (Adabla et al 2021 ; Peñuelas-Calvo et al 2022 ; Goharinejad et al 2022 ; Rodrigo-Yanguas et al 2022 ).…”

Section: Introductionmentioning

confidence: 99%

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Immersive virtual reality for improving cognitive deficits in children with ADHD: a systematic review and meta-analysis

2023

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Virtual reality (VR) shows great potential in treating and managing various mental health conditions. This includes using VR for training or rehabilitation purposes. For example, VR is being used to improve cognitive functioning (e.g. attention) among children with attention/deficit-hyperactivity disorder (ADHD). The aim of the current review and meta-analysis is to evaluate the effectiveness of immersive VR-based interventions for improving cognitive deficits in children with ADHD, to investigate potential moderators of the effect size and assess treatment adherence and safety. The meta-analysis included seven randomised controlled trials (RCTs) of children with ADHD comparing immersive VR-based interventions with controls (e.g. waiting list, medication, psychotherapy, cognitive training, neurofeedback and hemoencephalographic biofeedback) on measures of cognition. Results indicated large effect sizes in favour of VR-based interventions on outcomes of global cognitive functioning, attention, and memory. Neither intervention length nor participant age moderated the effect size of global cognitive functioning. Control group type (active vs passive control group), ADHD diagnostic status (formal vs. informal) and novelty of VR technology were not significant moderators of the effect size of global cognitive functioning. Treatment adherence was similar across groups and there were no adverse effects. Results should be cautiously interpreted given the poor quality of included studies and small sample.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

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Immersive virtual reality for improving cognitive deficits in children with ADHD: a systematic review and meta-analysis

2023

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“…Neudecker et al 23 found signi cant improvements in executive functions and inhibition, parent ratings of psychological di culty, and motor skills, after a home-based exergaming intervention in a sample of 51 ADHD children (ages 8-12 years). Preliminary positive evidence indicates that such interventions are associated with reduced inattentive symptoms 24 and with mixed ndings on impulsivity [25][26][27] . Recently, several scoping and systematic reviews aimed at synthesizing the evidence around the use of technological cognitive intervention systems in children and youth with ADHD 25,28,29 .…”

Section: Introductionmentioning

confidence: 99%

Decreased impulsiveness and MEG normalization after AI- digital therapy in ADHD children: a RCT

Bilan,

Giglioli,

Cuesta

et al. 2024

Preprint

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Attention-deficit/hyperactivity disorder (ADHD) presents with symptoms like impulsiveness, inattention, and hyperactivity, often affecting children’s academic and social functioning. Non-pharmacological interventions, such as digital cognitive therapy, are emerging as complementary treatments for ADHD. The randomized controlled trial explored the impact of an AI-driven digital cognitive program on impulsiveness, inattentiveness, and neurophysiological markers in 41 children aged 8–12 with ADHD. Participants received either 12 weeks of AI-driven therapy or a placebo intervention. Assessments were conducted pre- and post-intervention and magnetoencephalography (MEG) analyzed brain activity. Results showed significant reductions in impulsiveness and inattentiveness scores in the treatment group, associated with normalized MEG spectral profiles, indicating neuromaturation. Notably, improvements in inhibitory control correlated with spectral profile normalization in the parieto-temporal cortex. Improvements in inhibitory control, linked to normalized spectral profiles, suggest AI-driven digital cognitive therapy can reduce impulsiveness in ADHD children by enhancing neurophysiological efficiency. This emphasizes personalized, technology-driven ADHD treatment, using neurophysiological markers for assessing efficacy.

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“…In the virtual classroom, teachers and students interact like in a real classroom [1]. The word interact here means face-toface contact.…”

Section: Introductionmentioning

confidence: 99%

AIAVRT: 5.0 Transformation in Medical Education with Next Generation AI- 3D Animation and VR Integrated Computer Graphics Imagery

Kumar¹,

Saudagar²,

Alkhathami³

et al. 2022

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Immersive recreations of actual classrooms in virtual reality (VR) provide students and teachers with insights into the classroom. Recent technological advances in haptics, display systems, and motion detection create a realistic and interactive experience, making VR ideal for hands-on training. The main fields of application for VR are interventional procedures like surgeries. VR devices allow teachers to quickly identify and address difficulties in the clever learning for complicated surgery course. With this in mind, it stands to reason that students will do better in logical thinking in a virtual classroom. Augmented reality (AR) enables users to project virtual information and structures over physical objects, enhancing or changing the real world. It is very beneficial to incorporate AR applications in understanding anatomical structures and physiological mechanisms. Many scholars have attempted to demonstrate the validity and educational impact of various VR and AR applications on different hardware platforms. Some even proposed a curriculum that incorporates these methods. This article aims to assist universities in maintaining and improving their education and learning systems through the use of a VR-based e-learning platform. Machine learning (ML) and artificial intelligence (AI) were employed to assess the learning impact of VR in medical education. In addition, the authors predicted student performance through multiple validation tests, such as the T-Test, P-Test, and One-Sample Validation test, and analyzed the proposed model with different parameters.

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A Scoping Review of Virtual Reality Interventions for Youth with Attention-Deficit/Hyperactivity Disorder

Cited by 9 publications

References 26 publications

Immersive virtual reality for improving cognitive deficits in children with ADHD: a systematic review and meta-analysis

Immersive virtual reality for improving cognitive deficits in children with ADHD: a systematic review and meta-analysis

Decreased impulsiveness and MEG normalization after AI- digital therapy in ADHD children: a RCT

AIAVRT: 5.0 Transformation in Medical Education with Next Generation AI- 3D Animation and VR Integrated Computer Graphics Imagery

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