Ju Yumi, Kang Sura, Kim Jihye, Ryu Jeh-Kwang, Jeong Eun-Hwa
Major in Human Development and Rehabilitation, Graduate School of Education Service Science, Dongguk University, Seoul 04620, Republic of Korea.
Center of Convergence Research in Artificial Intelligence, Dongguk University, Seoul 04620, Republic of Korea.
Children (Basel). 2024 Oct 25;11(11):1291. doi: 10.3390/children11111291.
BACKGROUND/OBJECTIVES: This study evaluated the clinical utility of a virtual reality (VR)-based kitchen error task for children (VKET-C) to assess functional cognition in children.
In total, 38 children aged 7-12 years were included, comprising 23 typically developing (TD) children and 15 children with developmental disabilities (DDs), including autism spectrum disorder, attention deficit hyperactivity disorder, and intellectual disability. While performing the VKET-C, performance errors were analyzed. The Stockings of Cambridge (SOC) and Spatial Working Memory (SWM) tasks from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess cognitive function. The Brunner-Munzel test was performed to compare performance errors between the TD and DD groups, and correlations between performance errors and cognitive measures were analyzed.
Omission and commission errors were significantly different between the groups ( < 0.001), with no significant difference in motor errors ( > 0.05). Omission errors were correlated with the initial thinking time mean (ITMN) in all items of the SOC task and the between errors (BE) of the SWM task. Commission errors were correlated with the ITMN in the difficult items of the SOC task and the BE of the SWM task. Additionally, motor errors were significantly correlated with problems solved in minimum moves (PSMM) and ITMN in the difficult items of the SOC task and BE in the SWM task.
The VKET-C shows promise as an effective tool for assessing executive function and working memory in children with DDs, offering an engaging and ecologically valid alternative to traditional methods.
背景/目的：本研究评估了基于虚拟现实（VR）的儿童厨房错误任务（VKET-C）在评估儿童功能认知方面的临床效用。
总共纳入了38名7至12岁的儿童，其中包括23名发育正常（TD）的儿童和15名发育障碍（DD）儿童，后者包括自闭症谱系障碍、注意力缺陷多动障碍和智力障碍儿童。在执行VKET-C任务时，对表现错误进行了分析。使用剑桥神经心理测试自动成套系统（CANTAB）中的剑桥长袜（SOC）和空间工作记忆（SWM）任务来评估认知功能。进行布伦纳-蒙泽尔测试以比较TD组和DD组之间的表现错误，并分析表现错误与认知测量之间的相关性。
两组之间的遗漏错误和执行错误存在显著差异（<0.001），运动错误无显著差异（>0.05）。遗漏错误与SOC任务所有项目中的初始思考时间均值（ITMN）以及SWM任务的错误间时间（BE）相关。执行错误与SOC任务困难项目中的ITMN以及SWM任务的BE相关。此外，运动错误与SOC任务困难项目中最少步数解决问题（PSMM）和ITMN以及SWM任务中的BE显著相关。
VKET-C有望成为评估DD儿童执行功能和工作记忆的有效工具，为传统方法提供了一种引人入胜且生态有效的替代方法。
