Effect of Virtual Reality on Cognitive Skills

NCT06996678 | Completed

• 1 other identifier: HÜ-OT-LKO-04
• Study Type: interventional
• Target: 14
• Locations: 1 country
• Sites: 1

Brief Summary

The aim of this study is to investigate the effects of virtual reality (VR) intervention on cognitive skills in children with attention deficit hyperactivity disorder (ADHD).

Conditions

Virtual Reality

Keywords

Attention deficit and hyperactivity disorder; cognitive functions; motor skills; Virtual Reality

Outcome Measures

Primary Outcomes (1)

• Dynamic Occupational Therapy Cognitive Assessment (DOTCA-Ch)

  The Dynamic Occupational Therapy Cognitive Assessment (DOTCA-Ch): It was developed to evaluate the cognitive functions of children between the ages of 6 and 12. It includes 22 subtests in 5 cognitive areas; orientation, spatial perception, praxis, visuomotor construction and thinking operations. There is a structured 5-stage scoring system for each subtest. The purpose of the assessment is to identify the child's strengths and deficiencies in different cognitive areas, to measure learning potential and to identify the child's thinking strategies using dynamic procedures. The practice time is approximately 1½ hours

  1 month

Study Arms (2)

Aspirin (intervention group)

ACTIVE COMPARATOR

The intervention group will receive both occupational therapy and virtual reality.a) Occupational Therapy: The basis of OT intervention consisted of activities requiring increased attention, behavioral regulation, organizational skills, multiple cognitive skills, and motor skills. Virtual Reality: The virtual reality system consists of a camera, television, Eye Toy Play CD and Play Station 2. It is based on the principle of capturing movements represented in a virtual environment (Gatica and Méndez, 2014). In the Eye Toy system, individuals can see themselves on the screen through the camera. In this way, the person constantly interacts with the movements and challenges brought by video games. We can simply call the Eye Toy system a webcam with a motion sensor and microphone. The individual's position in the game is determined on the screen and can perceive the person according to the movements he/she exhibits.

Behavioral: virtual Reality; Behavioral: occupational therapy

Plasebo (control group)

ACTIVE COMPARATOR

The control group will receive occupational therapy. Occupational Therapy: The basis of OT intervention consisted of activities requiring increased attention, behavioral regulation, organizational skills, multiple cognitive skills, and motor skills.

Behavioral: occupational therapy

Interventions

virtual Reality BEHAVIORAL

Virtual Reality: The virtual reality system consists of a camera, television, Eye Toy Play CD and Play Station 2. It is based on the principle of capturing movements represented in a virtual environment (Gatica and Méndez, 2014). In the Eye Toy system, individuals can see themselves on the screen through the camera. In this way, the person constantly interacts with the movements and challenges brought by video games. We can simply call the Eye Toy system a webcam with a motion sensor and microphone. The individual's position in the game is determined on the screen and can perceive the person according to the movements he/she exhibits. The main skills required by the games are; target-based movement, visuomotor skills, praxis and thinking process skills.

Aspirin (intervention group)

occupational therapy BEHAVIORAL

Occupational Therapy: The basis of OT intervention consisted of activities requiring increased attention, behavioral regulation, organizational skills, multiple cognitive skills, and motor skills

Aspirin (intervention group); Plasebo (control group)

Eligibility Criteria

• Age: 7 Years - 12 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• being between the ages of 7-12, having diagnosed with ADHD by a child psychiatrist in accordance with the DSM-5 diagnostic criteria, having stabilized medications used for ADHD, being open to communication, and being able to understand and follow instructions at a basic level

You may not qualify if:

• having any neurological, orthopedic or psychiatric diagnosis in addition to ADHD diagnosis, having undergone any surgical intervention in the last 3 months, being inadequate in understanding visual and auditory commands, and having a visual or hearing impairment.

Sponsors & Collaborators

• Hacettepe University: lead

Study Sites (1)

Hacettepe University

Ankara, 06800, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity

Interventions

Occupational Therapy

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders

Intervention Hierarchy (Ancestors)

Rehabilitation; Aftercare; Continuity of Patient Care; Patient Care; Therapeutics

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: The therapist who conducted the assessment tests was unaware of the participants' group assignments (interventon or control)
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: Two groups with an intervention group and a control group

Study Record Dates

• First Submitted: May 21, 2025
• First Posted: May 30, 2025
• Study Start: July 1, 2025
• Primary Completion: August 1, 2025
• Study Completion: September 1, 2025
• Last Updated: September 29, 2025

Record last verified: 2025-09

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)