What the study found
The study suggests that virtual reality-based executive function training can create a learning environment for primary-aged children with executive dysfunction, but progress on executive function measures was inconsistent. The authors also suggest that presence and agency may play distinct roles in that learning environment.
Why the authors say this matters
The authors say understanding how children with executive dysfunction can be supported is important because executive dysfunction is associated with poorer academic outcomes, more social and emotional difficulties, and lower wellbeing. They also conclude that a more nuanced understanding of presence and agency may help inform implementation within education.
What the researchers tested
The researchers used a mixed methods case series with 4 participants who were identified as experiencing executive dysfunction. Children completed 12 fifteen-minute virtual reality training sessions over 4 weeks using the executive function training game Koji's Quest, took executive function tests before and after training, and gave qualitative feedback at the end of each session. Their changes in executive function, mindset, and motivation were compared with a previously assessed sample of neurotypical children for context.
What worked and what didn't
The abstract reports inconsistent progress in executive function measures after training. It also states that children's experiences provided context for qualitative analysis and that presence and agency may be important, but it does not report a clear, uniform improvement across participants.
What to keep in mind
This was a very small case series with only 4 participants, so the findings are exploratory. The abstract does not provide detailed numerical results, and limitations beyond the small sample are not described in the available summary.
- Four primary-aged children with executive dysfunction took part in the study.
- They completed 12 virtual reality training sessions over 4 weeks.
- Executive function progress was inconsistent across participants.
- The authors suggest presence and agency may affect the learning environment in different ways.
- The abstract says further research is recommended.
