The Effectiveness of a Virtual Reality-Based Training Program for Improving Body Awareness in Children with Attention Deficit and Hyperactivity Disorder

2026-02-19

AI Summary

This study addresses bodily awareness deficits—particularly in spatial perception, body part recognition, and motor expression—among children aged 4–7 with attention-deficit/hyperactivity disorder (ADHD). For the first time, a structured virtual reality (VR) training system was applied to this population using a quasi-experimental design. The experimental group received an immersive VR intervention over three months (36 sessions) and was compared to a control group. Assessments included the Stanford-Binet Intelligence Scales (Fifth Edition), the Conners ADHD Rating Scales, and a custom Bodily Awareness Scale. Results demonstrated significant post-intervention improvements in bodily awareness for the experimental group, with effects maintained at one-month follow-up, thereby confirming the feasibility and efficacy of VR as a safe, immersive, and sustainable intervention medium for young children with ADHD.

Technology Category

• Humans and AI: Game Design — Virtual Humans, NPCs and Autonomous Characters
• Cognitive Modeling & Cognitive Systems: Adaptive Behavior
• Computer Vision: Motion & Tracking

Application Category

• Systems and Infrastructure for Web, Mobile and WoT: Virtualization and resource management in Web systems and infrastructures
• Search and Retrieval-Augmented AI: Vertical and domain-specific search
• User Modeling, Personalization and Recommendation: Attacks and countermeasures in recommendation systems

Abstract

This study investigates the effectiveness of a Virtual Reality (VR)-based training program in improving body awareness among children with Attention Deficit Hyperactivity Disorder (ADHD). Utilizing a quasi-experimental design, the research sample consisted of 10 children aged 4 to 7 years, with IQ scores ranging from 90 to 110. Participants were divided into an experimental group and a control group, with the experimental group receiving a structured VR intervention over three months, totaling 36 sessions. Assessment tools included the Stanford-Binet Intelligence Scale (5th Edition), the Conners Test for ADHD, and a researcher-prepared Body Awareness Scale. The results indicated statistically significant differences between pre-test and post-test scores for the experimental group, demonstrating the program's efficacy in enhancing spatial awareness, body part identification, and motor expressions. Furthermore, follow-up assessments conducted one month after the intervention revealed no significant differences from the post-test results, confirming the sustainability and continuity of the program's effects over time. The findings suggest that immersive VR environments provide a safe, engaging, and effective therapeutic medium for addressing psychomotor deficits in early childhood ADHD.

Problem

• body awareness
• Attention Deficit Hyperactivity Disorder
• children
• psychomotor deficits
• spatial awareness

Innovation

• Virtual Reality
• Body Awareness
• ADHD
• Immersive Intervention
• Psychomotor Training