Self-regulation of attention in children in a virtual classroom environment: a feasibility study

Abstract

Attention is a crucial cognitive function that enables us to selectively focus on relevant information from the surrounding world to achieve our goals. When this sustained ability to direct attention is impaired, individuals face significant challenges in everyday life. This is the case for children with Attention Deficit Hyperactivity Disorder (ADHD), a complex neurodevelopmental disorder characterized by impulsive and inattentive behavior. While psychostimulant medications are currently the most effective treatment for ADHD, they often come with unwanted side effects, and sustaining the benefits can be difficult for many children. Therefore, it is imperative to explore non-pharmacological treatments that offer longer-lasting outcomes. Here, we proposed a groundbreaking protocol that combines electroencephalography-based neurofeedback (EEG-NFB) with virtual reality (VR) as an innovative approach to treating attention deficits. By integrating a virtual classroom environment, we aimed to enhance the transferability of attentional control skills while simultaneously increasing motivation and interest among children. The present study demonstrated the feasibility of this approach through an initial assessment involving a small group of healthy children, showcasing its potential for future evaluation in children diagnosed with ADHD. Encouragingly, the preliminary findings indicated high engagement rates and positive feedback from the children participating in the study. Additionally, the pre-and post-protocol assessments using EEG and fMRI recordings appeared to converge towards an improvement in attentional function. Although further validation is required to establish the efficacy of the proposed protocol, it represents a significant advancement in the field of 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.