Yu Chuanwen, Wang Cheng, Xie Qi, Wang Chaoxin
School of Physical Education and Health, Heze University, Mudan District, Heze City, Shandong Province, China.
School of Physical Education, Baoji University of Arts and Sciences, Baoji City, China.
JMIR Serious Games. 2024 Nov 27;12:e56918. doi: 10.2196/56918.
Attention-deficit/hyperactivity disorder (ADHD) is one of the common neurodevelopmental disorders in children and virtual reality (VR) has been used in the diagnosis and treatment of ADHD.
This paper aims to systematically evaluate the effect of VR technology on the attention and motor ability of children with ADHD.
The intervention method of the experimental group was VR technology, while the control group adopted non-VR technology. The population was children with ADHD. The outcome indicators were attention and motor abilities. The experimental design was randomized controlled trial. Two researchers independently searched PubMed, Cochrane Library, Web of Science, and Embase for randomized controlled trials related to the effect of VR technology on ADHD children's attention and motor ability. The retrieval date was from the establishment of each database to January 4, 2023. The PEDro scale was used to evaluate the quality of the included literature. Stata (version 17.0; StataCorp LLC) was used for effect size combination, forest map-making, subgroup analyses, sensitivity analyses, and publication bias. GRADEpro (McMaster University and Evidence Prime Inc) was used to evaluate the level of evidence quality.
A total of 9 literature involving 370 children with ADHD were included. VR technology can improve ADHD children's attention (Cohen d=-0.68, 95% CI -1.12 to -0.24; P<.001) and motor ability (Cohen d=0.48, 95% CI 0.16-0.80; P<.001). The intervention method and diagnosis type for VR technology had a moderating effect on the intervention' impact on children's attention (P<.05). The improvement in children's attention by "immersive" VR technology was statistically significant (Cohen d=-1.05, 95% CI -1.76 to -0.34; P=.004). The improvement of children's attention by "nonimmersive" VR technology was statistically significant (Cohen d=-0.28, 95% CI -0.55 to -0.01; P=.04). VR technology had beneficial effects on both children with an "informal diagnosis" (Cohen d=-1.47, 95% CI -2.35 to -0.59; P=.001) and those with a "formal diagnosis" (Cohen d=-0.44, 95% CI -0.85 to -0.03; P=.03).
VR technology can improve attention and motor ability in children with ADHD. Immersive VR technology has the best attention improvement effect for informally diagnosed children with ADHD.https://www.crd.york.ac.uk/PROSPERO/.
注意力缺陷多动障碍（ADHD）是儿童常见的神经发育障碍之一，虚拟现实（VR）已被用于ADHD的诊断和治疗。
本文旨在系统评价VR技术对ADHD儿童注意力和运动能力的影响。
实验组的干预方法为VR技术，而对照组采用非VR技术。研究对象为ADHD儿童。结局指标为注意力和运动能力。实验设计为随机对照试验。两名研究人员独立检索了PubMed、Cochrane图书馆、科学网和Embase，以查找与VR技术对ADHD儿童注意力和运动能力影响相关的随机对照试验。检索日期为从每个数据库建立到2023年1月4日。使用PEDro量表评估纳入文献的质量。使用Stata（版本17.0；StataCorp有限责任公司）进行效应量合并、森林图绘制、亚组分析、敏感性分析和发表偏倚分析。使用GRADEpro（麦克马斯特大学和Evidence Prime公司）评估证据质量水平。
共纳入9篇文献，涉及370名ADHD儿童。VR技术可以提高ADHD儿童的注意力（Cohen d=-0.68，95%CI -1.12至-0.24；P<0.001）和运动能力（Cohen d=0.48，95%CI 0.16 - 0.80；P<0.001）。VR技术的干预方法和诊断类型对干预对儿童注意力的影响具有调节作用（P<0.05）。“沉浸式”VR技术对儿童注意力的改善具有统计学意义（Cohen d=-1.05，95%CI -1.76至-0.34；P=0.004）。“非沉浸式”VR技术对儿童注意力的改善具有统计学意义（Cohen d=-0.28，95%CI -0.55至-0.01；P=0.04）。VR技术对“非正式诊断”儿童（Cohen d=-1.47，95%CI -2.35至-0.59；P=0.001）和“正式诊断”儿童（Cohen d=-0.44，95%CI -0.85至-0.03；P=0.03）均有有益影响。
VR技术可以提高ADHD儿童的注意力和运动能力。沉浸式VR技术对非正式诊断的ADHD儿童的注意力改善效果最佳。https://www.crd.york.ac.uk/PROSPERO/
