通过基于虚拟现实的干预来增强注意力缺陷/多动症儿童的社会成长:三臂随机对照试验
Ka Po Wong1, Bohan Zhang2, Cynthia Yuen Yi Lai3
1Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong).
JMIR serious games
|October 28, 2024
概括
与传统方法相比,虚拟现实 (VR) 社交技能培训显著改善了ADHD儿童的社交技能和执行功能. 这项研究证明了VRVR.
科学领域:
- 儿科心理学 儿科心理学
- 神经发育障碍 神经发育障碍
- 数字健康干预措施 数字健康干预措施
背景情况:
- 注意力缺陷/多动症 (ADHD) 经常从童年开始,导致社会功能障碍.
- 虚拟现实 (VR) 是一个潜在的工具,用于培养ADHD儿童的社会技能.
- 需要进一步的研究来证实VR在ADHD社会技能干预措施中的有效性.
研究的目的:
- 评估基于VR的社会技能培训对ADHD儿童的可行性和有效性.
- 将VR培训与传统的社会技能培训和等候名单对照组进行比较.
主要方法:
- 一项随机对照试验涉及90名患有多动症的儿童 (6-12岁).
- 参与者接受了为期3周的12个基于VR的社会技能培训课程,传统的社会技能培训,或者在等候名单上.
- 用临床心理学家的评估,社会技能改进系统评分表,执行职能行为评分清单和模拟器疾病问卷来衡量结果.
主要成果:
- 对于患有多动症的儿童 (6-12岁) 来说,VR培训是可行的和可以接受的.
- 虚拟现实和传统培训都提高了社交技能,以及家长评价的自我控制,主动和情绪控制.
- 与传统培训相比,VR培训在社交技能和家长评价的自我控制,主动和情绪控制方面取得了更好的结果.
结论:
- 基于VR的社会技能培训是可行的,并且比ADHD儿童的传统方法更有效.
- 虚拟现实显示出作为ADHD儿童社会技能干预的有价值工具的承诺.
- 进一步的研究应该调查VR干预的长期影响和通用性.
关键词:
注意力缺陷和多动性障碍的注意力缺陷和多动性障碍.数字世界数字世界.情绪控制 情绪控制社会增长 社会的增长社会学习理论社会学习理论社交技能 社交技能培训社会技能 培训社会技能培训虚拟现实 虚拟现实 虚拟现实 虚拟现实更多相关视频
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