Among the neurodevelopmental disorders, one of the most common is Attention Deficit Hyperactivity Disorder (ADHD); it is characterized by the presence of a persistent pattern of inattention and/or hyperactivity and impulsivity that interferes with cognitive functioning and participation in various activities, including school ones. The various treatment hypotheses include behavioral interventions and, in cases of greater difficulty, pharmacological support. However, to date these methods seem not to show effective results. Recent technological advances have shown the usefulness and potential of Virtual Reality (VR) as a hypothesis for intervention with neurodevelopmental disorders. In fact, in the rehabilitation field, VR technologies allow people with disabilities to experience whatever is difficult or impossible for them in reality. In this regard, the aim of this study was to evaluate the effectiveness of the use of VR-based interventions in children with ADHD. In a previous study we have already validated our idea by investigating how VR had enabled faster learning in ADHD subjects compared to traditional training. Since the sample of our previous study was small, in this study we decided to expand the sample, and compare two training trainings (one traditional and one through VR), developed for learning history in children with ADHD. Our results showed that the participants in both the VR are training and the traditional training showed better learning compared to the starting condition. Furthermore, our analyses also showed that the group that did the VR training performed better than the group that did traditional training. Our study suggests that VR technology could augment and improve traditional treatment options, thereby promoting their effectiveness in managing ADHD symptoms. However, more research is needed to corroborate our hypotheses and allow the results to be generalized

Using virtual reality to improve learning in children with ADHD

Savarese G;
2022

Abstract

Among the neurodevelopmental disorders, one of the most common is Attention Deficit Hyperactivity Disorder (ADHD); it is characterized by the presence of a persistent pattern of inattention and/or hyperactivity and impulsivity that interferes with cognitive functioning and participation in various activities, including school ones. The various treatment hypotheses include behavioral interventions and, in cases of greater difficulty, pharmacological support. However, to date these methods seem not to show effective results. Recent technological advances have shown the usefulness and potential of Virtual Reality (VR) as a hypothesis for intervention with neurodevelopmental disorders. In fact, in the rehabilitation field, VR technologies allow people with disabilities to experience whatever is difficult or impossible for them in reality. In this regard, the aim of this study was to evaluate the effectiveness of the use of VR-based interventions in children with ADHD. In a previous study we have already validated our idea by investigating how VR had enabled faster learning in ADHD subjects compared to traditional training. Since the sample of our previous study was small, in this study we decided to expand the sample, and compare two training trainings (one traditional and one through VR), developed for learning history in children with ADHD. Our results showed that the participants in both the VR are training and the traditional training showed better learning compared to the starting condition. Furthermore, our analyses also showed that the group that did the VR training performed better than the group that did traditional training. Our study suggests that VR technology could augment and improve traditional treatment options, thereby promoting their effectiveness in managing ADHD symptoms. However, more research is needed to corroborate our hypotheses and allow the results to be generalized
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4781523
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