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Exploring Immersive Virtual Reality as an Approach to Improve School Participation-Related Constructs in Children
Barkın Köse1,2, Emine Cansu Güler3, Güleser Güney Yılmaz4
1Department of Occupational Therapy, Faculty of Gülhane Health Sciences, University of Health Sciences Turkey, Ankara, Turkey.
Child: Care, Health and Development
|August 11, 2026
Summary
Immersive virtual reality (IVR) improved school participation in children with ADHD. The intervention positively impacted environmental and child factors influencing participation, unlike the control group.
Area of Science:
- Pediatric Psychology
- Rehabilitation Technology
- Child Development
Background:
- School participation is viewed as person-environment transactions, not solely diagnosis-based.
- Current interventions often neglect coordinated changes in child capacities and environmental context.
- This study examines an immersive virtual reality (IVR) intervention for children with ADHD.
Purpose of the Study:
- To investigate the impact of an IVR intervention on school participation constructs in children with ADHD.
- To assess changes in environmental and child determinants of school participation.
- To evaluate the effectiveness of IVR compared to a control group.
Main Methods:
- 92 children (7-12 years) with ADHD were randomized into intervention (n=46) and control (n=46) groups.
- Both groups completed the School Participation Questionnaire (SPQ) and BOT2-BF pre-intervention.
- The intervention group received 8 weeks of twice-weekly IVR; the control group received no additional therapy.
Main Results:
- The IVR group showed significant improvements in all SPQ domains (doing, being, symptoms, environment) with large effect sizes.
- The control group showed no improvements or even declines in SPQ subdomains.
- Post-intervention, significant between-group differences favored the IVR group across all domains (p < 0.001).
Conclusions:
- The IVR program significantly improved teacher-rated environmental and child determinants of school participation in children with ADHD.
- IVR offers a promising approach to enhance school participation by addressing multiple factors.
- Findings support a holistic intervention model for ADHD impacting school environments and child capacities.
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