A Comparison of Virtual Reality Classroom Continuous Performance Tests to Traditional Continuous Performance Tests in Delineating ADHD: a Meta-Analysis
| Autor: | Tyler C. Duffield, Justin Asbee, Thomas D. Parsons |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
education
Population MEDLINE Virtual reality Neuropsychological Tests behavioral disciplines and activities 050105 experimental psychology 03 medical and health sciences 0302 clinical medicine medicine Reaction Time Attention deficit hyperactivity disorder Humans 0501 psychology and cognitive sciences Virtual classroom education.field_of_study 05 social sciences Neuropsychology Virtual Reality medicine.disease Moderation Neuropsychology and Physiological Psychology Attention Deficit Disorder with Hyperactivity Meta-analysis Psychology 030217 neurology & neurosurgery Cognitive psychology |
| Zdroj: | Neuropsychology review. 29(3) |
| ISSN: | 1573-6660 |
| Popis: | Computerized continuous performance tests (CPTs) are commonly used to characterize attention in attention deficit-hyperactivity disorder (ADHD). Virtual classroom CPTs, designed to enhance ecological validity, are increasingly being utilized. Lacking is a quantitative meta-analysis of clinical comparisons of attention performance in children with ADHD using virtual classroom CPTs. The objective of the present systematic PRISMA review was to address this empirical void and compare three-dimensional (3D) virtual classroom CPTs to traditional two-dimensional (2D) CPTs. The peer-reviewed literature on comparisons of virtual classroom performance between children with ADHD and typically developing children was explored in six databases (e.g., Medline). Published studies using a virtual classroom to compare attentional performance between children with ADHD and typically developing children were included. Given the high heterogeneity with modality comparisons (i.e., computerized CPTs vs. virtual classroom CPTs for ADHD), both main comparisons included only population comparisons (i.e., control vs. ADHD) using each CPT modality. Meta-analytic findings were generally consistent with previous meta-analyses of computerized CPTs regarding the commonly used omission, commission, and hit reaction time variables. Results suggest that the virtual classroom CPTs reliably differentiate attention performance in persons with ADHD. Ecological validity implications are discussed pertaining to subtle meta-analytic outcome differences compared to computerized 2D CPTs. Further, due to an inability to conduct moderator analyses, it remains unclear if modality differences are due to other factors. Suggestions for future research using the virtual classroom CPTs are provided. |
| Databáze: | OpenAIRE |
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