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Self-Regulation of Attention in Children in a Virtual Classroom Environment: A Feasibility Study.

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Title: Self-Regulation of Attention in Children in a Virtual Classroom Environment: A Feasibility Study.
Authors: Guedj, Carole1,2 (AUTHOR) carole.guedj@unige.ch, Tyrand, Rémi1 (AUTHOR) emmanuel.badier@unige.ch, Badier, Emmanuel1 (AUTHOR) frederic.grouiller@unige.ch, Planchamp, Lou2 (AUTHOR) mad.stringer.me@gmail.com, Stringer, Madison2 (AUTHOR) myriam.zimmermann@unige.ch, Zimmermann, Myriam Ophelia2 (AUTHOR), Férat, Victor3 (AUTHOR) victor.ferat@unige.ch, Ha-Vinh Leuchter, Russia4 (AUTHOR) russia.ha-vinhleuchter@hcuge.ch, Grouiller, Frédéric1,2,5 (AUTHOR)
Source: Bioengineering (Basel). Dec2023, Vol. 10 Issue 12, p1352. 19p.
Subject Terms: *VIRTUAL classrooms, *ATTENTION-deficit hyperactivity disorder, *CLASSROOM environment, *YOUTH with attention-deficit hyperactivity disorder, *VIRTUAL reality, *ATTENTION, *ATTENTION control
Abstract: Attention is a crucial cognitive function that enables us to selectively focus on relevant information from the surrounding world to achieve our goals. Impairments in sustained attention pose challenges, particularly in children with attention deficit hyperactivity disorder, a neurodevelopmental disorder characterized by impulsive and inattentive behavior. While psychostimulant medications are the most effective ADHD treatment, they often yield unwanted side effects, making it crucial to explore non-pharmacological treatments. We propose a groundbreaking protocol that combines electroencephalography-based neurofeedback with virtual reality (VR) as an innovative approach to address attention deficits. By integrating a virtual classroom environment, we aim to enhance the transferability of attentional control skills while simultaneously increasing motivation and interest among children. The present study demonstrates the feasibility of this approach through an initial assessment involving a small group of healthy children, showcasing its potential for future evaluation in ADHD children. Preliminary results indicate high engagement and positive feedback. Pre- and post-protocol assessments via EEG and fMRI recordings suggest changes in attentional function. Further validation is required, but this protocol is a significant advancement in neurofeedback therapy for ADHD. The integration of EEG-NFB and VR presents a novel avenue for enhancing attentional control and addressing behavioral challenges in children with ADHD. [ABSTRACT FROM AUTHOR]
Copyright of Bioengineering (Basel) is the property of MDPI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: *<searchLink fieldCode="DE" term="%22VIRTUAL+classrooms%22">VIRTUAL classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22ATTENTION-deficit+hyperactivity+disorder%22">ATTENTION-deficit hyperactivity disorder</searchLink><br />*<searchLink fieldCode="DE" term="%22CLASSROOM+environment%22">CLASSROOM environment</searchLink><br />*<searchLink fieldCode="DE" term="%22YOUTH+with+attention-deficit+hyperactivity+disorder%22">YOUTH with attention-deficit hyperactivity disorder</searchLink><br />*<searchLink fieldCode="DE" term="%22VIRTUAL+reality%22">VIRTUAL reality</searchLink><br />*<searchLink fieldCode="DE" term="%22ATTENTION%22">ATTENTION</searchLink><br />*<searchLink fieldCode="DE" term="%22ATTENTION+control%22">ATTENTION control</searchLink>
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  Data: Attention is a crucial cognitive function that enables us to selectively focus on relevant information from the surrounding world to achieve our goals. Impairments in sustained attention pose challenges, particularly in children with attention deficit hyperactivity disorder, a neurodevelopmental disorder characterized by impulsive and inattentive behavior. While psychostimulant medications are the most effective ADHD treatment, they often yield unwanted side effects, making it crucial to explore non-pharmacological treatments. We propose a groundbreaking protocol that combines electroencephalography-based neurofeedback with virtual reality (VR) as an innovative approach to address attention deficits. By integrating a virtual classroom environment, we aim to enhance the transferability of attentional control skills while simultaneously increasing motivation and interest among children. The present study demonstrates the feasibility of this approach through an initial assessment involving a small group of healthy children, showcasing its potential for future evaluation in ADHD children. Preliminary results indicate high engagement and positive feedback. Pre- and post-protocol assessments via EEG and fMRI recordings suggest changes in attentional function. Further validation is required, but this protocol is a significant advancement in neurofeedback therapy for ADHD. The integration of EEG-NFB and VR presents a novel avenue for enhancing attentional control and addressing behavioral challenges in children with ADHD. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Bioengineering (Basel) is the property of MDPI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3390/bioengineering10121352
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        Text: English
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              Text: Dec2023
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