Virtual Reality and Tablet Cognitive Training Improve Attention and Academic Skills Without Dose Effects

Abstract

We evaluated the cognitive and academic effects of a closed-loop video game delivered in virtual reality (VR) and tablet formats, at two different dosages, in a school-based setting. A total of 158 children aged 8-9 with a range of attention abilities completed 30 training sessions over 10 weeks. Compared to an expectancy-matched control group, both VR and tablet training led to significant improvements in teacher-rated inattention, performance-based attention tasks, and eye-tracking measures. While both VR and tablet versions of the intervention showed benefits on specific attention-related and academic outcomes, the VR version showed select advantages in both regards. Notably, intervention dose did not significantly moderate outcomes, suggesting that efficacy may depend more on reaching a threshold of engagement than on total duration. These findings demonstrate the utility and benefits of using each type of technology to enhance measures of cognitive and academic abilities as part of a regular school curriculum.