"Aha - Adhd Augmented" - Participants' Characteristics

Tosto, Crispino; Hasegawa, Tomonori; Chiazzese, Giuseppe; Treacy, Rita; Merlo, Gianluca; Chifari, Antonella; Mangina, Eleni

doi:10.21125/edulearn.2019.1376

Cited by 3 publications

(4 citation statements)

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“… Both VR therapy and medication improved memory function in students with ADHD compared to the control group. Tosto et al, 2020, Ireland [ 73 ]. n = 117 (8–9) y/o (94 M, 23 F) pilot study Case, Control Experimental (Children with ADHD in WWL-AR, children with ADHD in WWL-AR) Comparison (Control: without any access to WWL program) -Not identified Education AR-webpage to handle the display/ web-based AR Training using AR and no AR has similar results in improving the spelling and reading skills of children with ADHD.…”

Section: Resultsmentioning

confidence: 99%

“…In the current review, we found several studies that employed various types of VR, AR, and MR technologies, such as VR-CPT, VRC, web-based AR, and MR games, for the management of ADHD symptoms ( n = 12; 40.0%). These studies included improving concentration ( n = 8; 27%) by cognitive therapy [ 44 , 62 , 76 ], eye contact training games [ 46 ], memory training [ 57 ], and controlling a robot’s movements [ 45 ], These studies also focused on the use of VR technologies to improve academic achievement [ 54 , 77 ], and in improving reading and spelling skills of children with ADHD [ 73 ]. In addition, some researchers attempted to assess the effects of medication ( n = 2; 6%) [ 68 , 72 ] and memory capacity ( n = 1; 3.%) using these technologies [ 72 ] (Fig.…”

Section: Resultsmentioning

confidence: 99%

“…Using VRC technology, Blume [ 54 ] found no difference between proximal and distant seat location on learning outcomes. Tosto [ 73 ] reported that training with and without AR had the same outcomes in terms of improving the spelling and reading skills of children with ADHD.…”

Section: Resultsmentioning

confidence: 99%

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The usefulness of virtual, augmented, and mixed reality technologies in the diagnosis and treatment of attention deficit hyperactivity disorder in children: an overview of relevant studies

Goharinejad

Hajesmaeel-Gohari

et al. 2022

BMC Psychiatry

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Background Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental condition characterized by attention problems, excessive physical activity, and impulsivity. ADHD affects not only the patients but also their families. The development and use of technologies such as virtual reality (VR), augmented reality (AR), and mixed reality (MR) for ADHD has increased over recent years. However, little is known about their potential usefulness. This overview aimed to clarify the current knowledge about the use of these three innovative technologies for the diagnosis and treatment of children with ADHD. Methods This overview was conducted using the PubMed, Web of Science, and Scopus databases until January 24th, 2021. The following descriptive information was compiled from the identified studies: country, year of publication, sample size, study design, ADHD diagnosis methods, applied technology, hardware equipment, clinical target, and main findings. Results The initial database searches yielded 409 articles, but 103 were removed as duplicates. Eventually, 30 eligible studies remained for analysis, the majority of which were case-control (n = 22, 73%). Regarding the applied technology/hardware equipment, VR (n = 27; 90%), head-mounted displays (n = 19, 63%), VR-based continuous performance tests (VR-CPT) (n = 21, 70%) were most frequently used. Most studies (n = 21, 70%) used the DSM criteria for the diagnosis of childhood ADHD. They primarily evaluated the utility of these technologies in assessing ADHD symptoms (n = 10, 33%) and improving the ADHD diagnostic process (n = 7, 23%). Conclusion This comprehensive overview evaluated the studies on the use of VR, AR, and MR technologies for children with ADHD. These technologies seem to be promising tools for improving the diagnosis and management of ADHD in this population.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The usefulness of virtual, augmented, and mixed reality technologies in the diagnosis and treatment of attention deficit hyperactivity disorder in children: an overview of relevant studies

Goharinejad

Hajesmaeel-Gohari

et al. 2022

BMC Psychiatry

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“…There are different studies in the literature showing that the correct use of AR can have positive effects in collaborative experiences and social integration [5] [6]. AR is useful in enhancing student motivation through an attractive and functional learning environment [7] and can make learning a more engaging activity [8]. AR supports "learning by doing" [9], i.e.…”

Section: Introductionmentioning

confidence: 99%

Integrating xAPI in AR applications for Positive Behaviour Intervention and Support

Farella

Arrigo

Chiazzese

et al. 2021

2021 International Conference on Advanced Learning Technologies (ICALT)

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The spread of new technologies like Augmented Reality and recent technological developments, provide innovative techniques and tools that show increasing potential in education. In this paper we will showcase the work implemented within the Horizon 2020 European project ARETE (Augmented Reality Interactive Educational System). One of the pilots of this project aims to investigate for the first time the introduction of AR to support a behavioral lesson in schools where Positive Behaviour Intervention and Support (PBIS) methodology is adopted. In particular, we present the study conducted to track user interactions with augmented reality objects through the use of the Experience API standard.

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