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

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 dis...

Full description

Saved in:
Bibliographic Details
Published in:Bioengineering (Basel) 2023-11, Vol.10 (12), p.1352
Main Authors: Guedj, Carole, Tyrand, Rémi, Badier, Emmanuel, Planchamp, Lou, Stringer, Madison, Zimmermann, Myriam Ophelia, Férat, Victor, Ha-Vinh Leuchter, Russia, Grouiller, Frédéric
Format: Article
Language:English
Subjects:
Analysis
attention
attention deficit hyperactive disorder
Attention deficit hyperactivity disorder
Bioengineering
Biofeedback training
Biomarkers
Brain research
Children
Children & youth
Classrooms
Cognitive ability
Computer applications
Drug therapy
EEG
EEG-neurofeedback
Electroencephalography
FDA approval
Feasibility studies
Feedback
fMRI
Functional magnetic resonance imaging
Health aspects
Impulsive behavior
Methods
Neurodevelopmental disorders
Online instruction
Positive feedback
Self-control
Side effects
theta/beta ratio
Virtual reality
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:2306-5354
2306-5354
DOI:10.3390/bioengineering10121352