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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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Related Experiment Video

Updated: May 29, 2026

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
13:09

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Enhancing Executive Function Skills in Children With Attention-Deficit/Hyperactivity Disorder via Immersive Virtual

Asli Konaç1, Maristella Bini2, Naomi Fusco2

  • 1eHealth Department, Universitat Oberta de Catalunya, Barcelona, Spain.

JMIR XR and Spatial Computing
|May 28, 2026
PubMed
Summary

Immersive virtual reality (IVR) shows promise for improving attention in children with attention-deficit/hyperactivity disorder (ADHD). However, limited studies and high bias prevent broad conclusions on executive function improvements.

Keywords:
ADHDadolescentattention-deficit/hyperactivity disorderbehavioral therapydigital health toolsdigital mental healthexecutive functionsimmersive virtual realityneurodiversityneurofeedbacksystematic reviewvirtual reality

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Area of Science:

  • Neuroscience
  • Psychology
  • Pediatrics

Background:

  • Attention-deficit/hyperactivity disorder (ADHD) significantly impacts executive function skills in children and adolescents.
  • Executive functions are crucial for cognitive processes like planning, working memory, and impulse control.
  • Existing interventions for ADHD often have limitations, necessitating exploration of novel therapeutic approaches.

Purpose of the Study:

  • To conduct a scoping review of immersive virtual reality (IVR) interventions for executive function in pediatric ADHD.
  • To identify and analyze the characteristics of IVR interventions targeting executive functions in children and adolescents with ADHD.
  • To summarize key findings and guide future research in this area.

Main Methods:

  • A comprehensive literature search was performed across major databases (Web of Science, Scopus, PubMed, APA PsycInfo) from 2000-2023.
  • Inclusion criteria focused on research articles, IVR interventions, executive function targets, pediatric ADHD samples, and intervention study designs (RCTs, quasi-experimental).
  • A rigorous screening process identified 6 relevant studies for characteristic summarization and inspection.

Main Results:

  • The review included 6 studies (5 RCTs, 1 pilot study) exhibiting heterogeneity in IVR intervention duration, design, and outcome measures.
  • All studies reported improvements in attentional performance, but only a few demonstrated significant enhancements in executive functions.
  • A trend towards integrating neurofeedback systems with IVR technologies was noted.

Conclusions:

  • While IVR shows potential for ADHD interventions, the limited number of studies and significant risk of bias restrict generalized conclusions.
  • Heterogeneity in intervention characteristics necessitates standardized approaches for future IVR research in pediatric ADHD.
  • Further high-quality research is needed to confirm the efficacy of IVR for improving executive functions in children and adolescents with ADHD.