Virtual reality provides a unique learning context to deliver executive function training to children with EDF.
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Children with EDF made inconsistent progress in EF measures as a result of training.
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A more nuanced understanding of presence and agency may help to inform implementation within education.
Abstract
Executive dysfunction (EDF) is associated with poorer academic outcomes, increased social and emotional difficulties and decreased wellbeing (Diamond & Ling, 2019), and therefore understanding how children with EDF can be effectively supported is of vital importance. VR-based executive function training offers one solution, however, there is currently little evidence as to how children with EDF respond to training, specifically with regard to presence and agency. This study adopted a case series approach and explored children’s experiences of VR-based EF training. 4 participants were recruited, all of whom were identified as experiencing EDF. VR training consisted of 12 fifteen-minute sessions over 4 weeks and was delivered using the EF training game Koji’s Quest. Participants completed EF tests before and after the training and gave qualitative feedback at the end of each session. Changes in executive function, mindset and motivation were compared to a previously assessed sample of neurotypical children, and these results then provided context for a qualitative analysis. This exploratory study suggests that presence and agency may play distinct roles in creating a learning environment for children with EDF, and further research is recommended in order to understand their impact more fully.
