Parsons Thomas D, Bowerly Todd, Buckwalter J Galen, Rizzo Albert A
University of Southern California in Los Angeles, Los Angeles, CA, USA.
Child Neuropsychol. 2007 Jul;13(4):363-81. doi: 10.1080/13825580600943473.
In this initial pilot study, a controlled clinical comparison was made of attention perforance in children with attention deficit-hyperactivity disorder (ADHD) in a virtual reality (VR) classroom. Ten boys diagnosed with ADHD and ten normal control boys participated in the study. Groups did not significantly differ in mean age, grade level, ethnicity, or handedness. No participants reported simulator sickness following VR exposure. Children with ADHD exhibited more omission errors, commission errors, and overall body movement than normal control children in the VR classroom. Children with ADHD were more impacted by distraction in the VR classroom. VR classroom measures were correlated with traditional ADHD assessment tools and the flatscreen CPT. Of note, the small sample size incorporated in each group and higher WISC-III scores of normal controls might have some bearing on the overall interpretation of results. These data suggested that the Virtual Classroom had good potential for controlled performance assessment within an ecologically valid environment and appeared to parse out significant effects due to the presence of distraction stimuli.
在这项初步的试点研究中，对患有注意力缺陷多动障碍（ADHD）的儿童在虚拟现实（VR）教室中的注意力表现进行了对照临床比较。十名被诊断患有ADHD的男孩和十名正常对照男孩参与了该研究。两组在平均年龄、年级水平、种族或用手习惯方面无显著差异。没有参与者报告在接触VR后出现模拟器不适。在VR教室中，患有ADHD的儿童比正常对照儿童表现出更多的遗漏错误、误判错误和全身运动。患有ADHD的儿童在VR教室中更容易受到干扰的影响。VR教室测量结果与传统的ADHD评估工具和平板电脑连续性能测试（CPT）相关。值得注意的是，每组纳入的样本量较小以及正常对照组较高的韦氏儿童智力量表第三版（WISC-III）分数可能会对结果的整体解释产生一定影响。这些数据表明，虚拟教室在生态有效环境中进行对照性能评估具有良好潜力，并且似乎能够分辨出由于存在干扰刺激而产生的显著影响。
