Virtual reality for cognitive rehabilitation after brain injury: a systematic review

Shin, HyeonHui; Kim, Kyeong-Mi

doi:10.1589/jpts.27.2999

Cited by 58 publications

(39 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…VR is an emerging technology for which researchers are finding novel uses in a variety of different disorders. VR has shown promise in traumatic brain injury rehabilitation for both cognitive and gait‐related difficulties . VR has shown to be useful in psychiatric settings, especially for those with anxiety‐related disorders , such as social anxiety disorder.…”

Section: Discussionmentioning

confidence: 99%

Virtual Reality–Based Biofeedback and Guided Meditation in Rheumatology: A Pilot Study

Venuturupalli

Chu²,

Vicari³

et al. 2019

ACR Open Rheumatology

View full text Add to dashboard Cite

Objective. As technology continues to improve, it plays an increasingly vital role in the practice of medicine. This study aimed to assess the feasibility of the implementation of virtual reality (VR) in a rheumatology clinic as a platform to administer guided meditation and biofeedback as a means of reducing chronic pain.Methods. Twenty participants were recruited from a rheumatology clinic. These participants included adults with physician-diagnosed autoimmune disorders who were on a stable regimen of medication and had a score of at least 5 on the pain Visual Analog Scale (VAS) for a minimum of 4 days during the prior 30 days. VAS, part of most composite outcome measurements in rheumatology, is an instrument used to assess pain that consists of a straight line with the endpoints ranging from "no pain at all" and "pain as bad as it could be." Patients were randomized into two groups that differed in the order in which they experienced the two VR modules. One module consisted of a guided meditation (GM) environment, whereas the other module consisted of a respiratory biofeedback (BFD) environment. Data on pain and anxiety levels were gathered before, during, and after the two modules.Results. The three most common diagnoses among participants were rheumatoid arthiritis (RA), lupus, and fibromyalgia. There was a significant reduction in VAS scores after BFD and GM (P values = 0.01 and 0.04, respectively). There was a significant reduction in Facial Anxiety Scale after the GM compared with the BFD (P values = 0.02 and 0.08, respectively).Conclusion. This novel study demonstrated that VR could be a feasible solution for the management of pain and anxiety in rheumatology patients. Further trials with varying treatment exposures and durations are required to solidify the viability of VR as a treatment option in rheumatology clinics.

show abstract

Section: Discussionmentioning

confidence: 99%

Virtual Reality–Based Biofeedback and Guided Meditation in Rheumatology: A Pilot Study

Venuturupalli

Chu²,

Vicari³

et al. 2019

ACR Open Rheumatology

View full text Add to dashboard Cite

show abstract

“…Educational simulation is grounded in the pedagogy of mastery learning (Guskey, 2010;Alaker et al, 2016). Users are generally more motivated to participate in a virtual environment, which can be instantly adjusted to differing levels of challenge, accommodating varying amounts of cognitive ability (Shin and Kim, 2015). VR can safely provide answers to inaccessible and intangible concepts that would otherwise be considered too dangerous or unethical to perform in real life (Grenier et al, 2015).…”

Section: Incentives For Adopting Immersive Vr Into Post-secondary Edumentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

View full text Add to dashboard Cite

Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR's incorporation into post-secondary education.Objectives: (O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user's perceived levels of presence and imagination. (O2) Identify favorable outcomes from the use of immersive VR when it is compared to other learning methods. (O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. (O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education.Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus, and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula.Results: One hundred and nineteen articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. Thirty five out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation's purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building, and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration.Concannon et al. Immersive VR in Post-secondary EducationConclusion: Immersive VR brings convenient, engaging, and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium.

show abstract

“…Shin et al [33] 2015 Literature review At of 350 titles and abstracts were retrieved, and 17 articles were selected for this review. Selected articles were assessed on the level of evidence using the Physiotherapy Evidence Database (PEDro) scale.…”

Section: Elliott Et Al [32] 2014mentioning

confidence: 99%

“…Recently, treatments mediated by Information and Communication Technologies (ICT) have been very well received, finding significant differences between traditional cognitive or pencil and paper-training programs and those that incorporate the use of technological tools, such as mobile applications (APP), interactive games and multimedia devices [32]. For example, Shin and Kim [33], during their investigation with patients with cranioencephalic trauma, showed significant differences for ICT-mediated cognitive training, while participants demonstrated improvements in attention and memory processes, compared to those who received a traditional program.…”

Section: Cognitive Training and Ictmentioning

confidence: 99%

Cognitive Training for the Treatment of Addictions Mediated by Information and Communication Technologies (ICT)

2020

View full text Add to dashboard Cite

This work constitutes a narrative review of the state of knowledge and advances in the intervention and treatment of addictions through the use of information and communication technologies, considering the growing demand for virtuality-mediated strategies that facilitate the approach of problems of public health such as addictions, which increase considerably year after year. To this end, the reader will be provided with a current overview of the drug use trend; subsequently, a conceptualization of the concept of addiction and its understanding from a neurobiological perspective and, finally, the progress in terms of intervention processes and therapeutic approach will be presented; which will imply an approach to the concept of e-health and rehabilitation mediated by information and communication technologies (ICT).

show abstract

Virtual reality for cognitive rehabilitation after brain injury: a systematic review

Cited by 58 publications

References 27 publications

Virtual Reality–Based Biofeedback and Guided Meditation in Rheumatology: A Pilot Study

Virtual Reality–Based Biofeedback and Guided Meditation in Rheumatology: A Pilot Study

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

Cognitive Training for the Treatment of Addictions Mediated by Information and Communication Technologies (ICT)

Contact Info

Product

Resources

About