TY - GEN
T1 - Evaluating the Efficacy of Immersive Virtual Learning Programme on Verbal and Nonverbal Interactions in Children with Attention Deficit Hyperactivity Disorder
AU - Wong, Ka Po
AU - Qin, Jing
N1 - Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
PY - 2025/6
Y1 - 2025/6
N2 - The efficacy of immersive virtual learning environments in enhancing verbal and nonverbal interaction skills among children with attention deficit hyperactivity disorder (ADHD) was investigated in this study. Employing a before-after intervention design, 30 participants aged 6–10 years engaged in a 12-session programme over 3 weeks, utilising the Unity platform and Oculus Quest 2 hardware. The intervention encompassed three virtual scenarios: subway, classroom, and supermarket. Pre- and post-intervention assessments were conducted by a clinical psychologist. Results revealed statistically significant improvements in both verbal (Z = −4.789, p < .001, r = .618) and nonverbal (Z = −4.791, p < .001, r = .618) interaction skills, with large effect sizes indicating substantial changes. The immersive environment’s efficacy is attributed to its immersive nature, structured design, immediate feedback mechanism, and safe learning environment. These findings suggest that immersive virtual learning interventions could be a valuable tool in addressing social challenges associated with ADHD, offering an engaging and effective complement to traditional interventions. Future research should employ randomised controlled trials with larger sample sizes and longer follow-up periods to confirm and expand upon these promising results .
AB - The efficacy of immersive virtual learning environments in enhancing verbal and nonverbal interaction skills among children with attention deficit hyperactivity disorder (ADHD) was investigated in this study. Employing a before-after intervention design, 30 participants aged 6–10 years engaged in a 12-session programme over 3 weeks, utilising the Unity platform and Oculus Quest 2 hardware. The intervention encompassed three virtual scenarios: subway, classroom, and supermarket. Pre- and post-intervention assessments were conducted by a clinical psychologist. Results revealed statistically significant improvements in both verbal (Z = −4.789, p < .001, r = .618) and nonverbal (Z = −4.791, p < .001, r = .618) interaction skills, with large effect sizes indicating substantial changes. The immersive environment’s efficacy is attributed to its immersive nature, structured design, immediate feedback mechanism, and safe learning environment. These findings suggest that immersive virtual learning interventions could be a valuable tool in addressing social challenges associated with ADHD, offering an engaging and effective complement to traditional interventions. Future research should employ randomised controlled trials with larger sample sizes and longer follow-up periods to confirm and expand upon these promising results .
KW - Attention deficit hyperactivity disorder
KW - Immersive virtual learning
KW - Neurodevelopmental disorders
KW - Social interactions
KW - Verbal and nonverbal interactions
KW - Virtual reality
UR - https://www.scopus.com/pages/publications/105008368289
U2 - 10.1007/978-3-031-93851-1_18
DO - 10.1007/978-3-031-93851-1_18
M3 - Conference article published in proceeding or book
AN - SCOPUS:105008368289
SN - 9783031938504
T3 - Lecture Notes in Computer Science
SP - 228
EP - 238
BT - Universal Access in Human-Computer Interaction - 19th International Conference, UAHCI 2025, Held as Part of the 27th HCI International Conference, HCII 2025, Proceedings
A2 - Antona, Margherita
A2 - Stephanidis, Constantine
PB - Springer Science and Business Media Deutschland GmbH
T2 - 19th International Conference on Universal Access in Human-Computer Interaction, UAHCI 2025, held as part of the 27th HCI International Conference, HCII 2025
Y2 - 22 June 2025 through 27 June 2025
ER -