Artificial Intelligence Versus Virtual Reality Teaching for Children and Adolescents With ADHD

NCT07392463 | Completed

• 1 other identifier: THKX-ADHD-AI-VR-2024
• Study Type: interventional
• Target: 90
• Locations: 1 country
• Sites: 1

Brief Summary

Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental condition in children and adolescents and is often associated with difficulties in attention, behavior regulation, and executive functioning. In addition to medication, non-pharmacological interventions, including digital and technology-assisted educational approaches, have gained increasing interest. This randomized controlled trial compared the effects of artificial intelligence (AI)-assisted teaching and immersive virtual reality (VR)-based smart classroom teaching on core ADHD symptoms and executive function in children and adolescents with ADHD. A total of 90 participants aged 8 to 15 years who met diagnostic criteria for ADHD were randomly assigned to either an AI-assisted teaching group or a VR-based teaching group. Both groups received structured teaching interventions for 12 weeks, three sessions per week, with each session lasting 45 minutes. ADHD symptoms and executive function were assessed before the intervention, at the end of the intervention, and at a 3-month follow-up using validated rating scales. The purpose of this study was to evaluate and compare the effectiveness of these two digital teaching approaches and to provide evidence for personalized, non-pharmacological educational interventions for children and adolescents with ADHD.

Conditions

Attention Deficit Hyperactivity Disorder

Keywords

ADHD; Artificial Intelligence; Virtual Reality; Digital Education; Executive Function; Children and Adolescents; Randomized Controlled Trial; Non-Pharmacological Intervention

Outcome Measures

Primary Outcomes (1)

• Change in Core ADHD Symptoms Measured by the ADHD Rating Scale (ADHD-RS)

  Core symptoms of attention-deficit/hyperactivity disorder (ADHD) were assessed using the ADHD Rating Scale (ADHD-RS), which includes subscales for inattention and hyperactivity/impulsivity. Higher scores indicate greater symptom severity. The scale was completed by trained evaluators based on standardized assessment procedures.

  Baseline and at the end of the 12-week intervention period

Secondary Outcomes (3)

• Change in Executive Function Measured by the Behavior Rating Inventory of Executive Function (BRIEF)

  Baseline, at the end of the 12-week intervention period, and at the 3-month post-intervention follow-up

• Change in Inattention Symptoms Measured by the ADHD Rating Scale (ADHD-RS) Inattention Subscale

  Baseline, at the end of the 12-week intervention period, and at the 3-month post-intervention follow-up

• Change in Hyperactivity/Impulsivity Symptoms Measured by the ADHD Rating Scale (ADHD-RS) Hyperactivity/Impulsivity Subscale

  Baseline, at the end of the 12-week intervention period, and at the 3-month post-intervention follow-up

Study Arms (2)

AI-Assisted Teaching Group

EXPERIMENTAL

Participants assigned to this arm received artificial intelligence-assisted teaching delivered through a tablet-based adaptive learning system. The intervention was conducted for 12 weeks, with three sessions per week and each session lasting approximately 45 minutes. The system incorporated real-time feedback and adaptive task adjustment based on individual learning performance and attention patterns.

Behavioral: Artificial Intelligence-Assisted Teaching

Virtual Reality Smart Classroom Group

EXPERIMENTAL

Participants assigned to this arm received immersive virtual reality-based smart classroom teaching. The intervention was delivered using VR technology to simulate interactive learning scenarios in a low-distraction environment. The program was conducted for 12 weeks, with three sessions per week and each session lasting approximately 45 minutes.

Behavioral: Virtual Reality-Based Smart Classroom Teaching

Interventions

Artificial Intelligence-Assisted Teaching BEHAVIORAL

A behavioral digital teaching intervention delivered through an artificial intelligence-assisted adaptive learning system. The system dynamically adjusted task difficulty and learning pace based on individual performance and attention-related behavioral data and provided real-time feedback during learning activities. The intervention was administered for 12 weeks, three sessions per week, with each session lasting approximately 45 minutes.

AI-Assisted Teaching Group

Virtual Reality-Based Smart Classroom Teaching BEHAVIORAL

A behavioral teaching intervention delivered using immersive virtual reality technology to simulate interactive classroom and task-based learning scenarios. Participants engaged in structured learning activities within a low-distraction virtual environment designed to enhance attention and engagement. The intervention was conducted for 12 weeks, three sessions per week, with each session lasting approximately 45 minutes.

Virtual Reality Smart Classroom Group

Eligibility Criteria

• Age: 8 Years - 15 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• Children and adolescents aged 8 to 15 years.
• Diagnosis of attention-deficit/hyperactivity disorder (ADHD) according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), confirmed by two qualified child psychiatrists.
• Total score of 25 or higher on the ADHD Rating Scale (ADHD-RS).
• Intelligence quotient (IQ) of 80 or above as assessed by the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV).
• Stable clinical status for at least 30 days prior to enrollment, with adherence to standard first-line or second-line treatment regimens, and no planned changes in treatment during the study period.
• Ability to participate in structured digital teaching sessions.
• Written informed consent provided by a parent or legal guardian, with assent obtained from the participant when appropriate.

You may not qualify if:

• Presence of neurodevelopmental or neurological disorders other than ADHD, such as cerebral palsy or epilepsy.
• Diagnosis of severe psychiatric disorders, including schizophrenia.
• Significant sensory impairments (e.g., hearing impairment) that could interfere with study participation.
• Lack of response to two or more different classes of ADHD medications.
• History of suspected substance abuse or dependence within the past 6 months.
• Physical conditions or motor impairments that would prevent participation in the teaching interventions.
• Current suicidal ideation or severe suicidal behavior as determined by the investigator.
• Receipt of other structured psychological or educational interventions during the study period.
• Any other condition that, in the opinion of the investigator, would make participation in the study inappropriate.

Sponsors & Collaborators

• Tongren Hongxin Kangxin Traditional Chinese Medicine Hospital, Guizhou Province: lead

Study Sites (1)

Hongxinkang New Traditional Chinese Medicine Hospital, Tongren

Tongren, Guizhou, 554300, China

Location

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity

Condition Hierarchy (Ancestors)

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

Study Officials

• Ning Li, PhD

  Tongren Hongxin Kangxin Traditional Chinese Medicine Hospital, Guizhou Province

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: Due to the nature of the digital teaching interventions, participants and intervention providers were not blinded to group assignment. Outcome assessors were blinded to treatment allocation throughout data collection and evaluation.
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: Participants were randomly assigned in a 1:1 ratio to either an artificial intelligence-assisted teaching group or an immersive virtual reality-based teaching group and received the assigned intervention in parallel throughout the study period.

Study Record Dates

• First Submitted: January 25, 2026
• First Posted: February 6, 2026
• Study Start: January 1, 2024
• Primary Completion: January 31, 2025
• Study Completion: September 30, 2025
• Last Updated: February 6, 2026

Record last verified: 2026-02

Data Sharing

• IPD Sharing: Will not share

Locations

CN (1)