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AI Summary of Peer-Reviewed Research

This page presents an AI-generated summary of a published research paper. The original authors did not write or review this article. [See full disclosure ↓]

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Virtual reality training showed mixed effects for children with executive dysfunction

A child wearing a yellow shirt and a white VR headset stands in a bright, modern high-rise classroom or learning center, holding a controller while gazing at a transparent display case containing red educational technology equipment, with floor-to-ceiling windows showing a cityscape in the background.
Research area:PsychologyCognitive Abilities and TestingExperimental and Cognitive Psychology

What the study found

Virtual reality-based executive function training produced inconsistent progress in executive function measures for children with executive dysfunction. The study also suggests that presence and agency may play different roles in shaping the learning environment.

Why the authors say this matters

The authors suggest that virtual reality may provide a unique learning context for delivering executive function training to children with executive dysfunction. They also conclude that a more nuanced understanding of presence and agency may help inform use in education.

What the researchers tested

The researchers used a mixed methods case series with 4 participants identified as experiencing executive dysfunction. Children completed 12 fifteen-minute virtual reality training sessions over 4 weeks using the game Koji’s Quest, took executive function tests before and after training, and gave qualitative feedback after each session.

What worked and what didn't

Children with executive dysfunction made inconsistent progress on executive function measures after training. The study compared changes in executive function, mindset, and motivation with a previously assessed sample of neurotypical children, and used those results to provide context for the qualitative analysis.

What to keep in mind

This was an exploratory case series with only 4 participants, so the findings are limited in scope. The abstract also says further research is recommended to understand the impact of presence and agency more fully.

Key points

  • The study found inconsistent progress in executive function measures after virtual reality training.
  • The authors suggest virtual reality may offer a unique learning context for children with executive dysfunction.
  • Presence and agency may play distinct roles, according to the study.
  • Four children with executive dysfunction completed 12 sessions over 4 weeks using Koji’s Quest.
  • The abstract recommends further research to understand presence and agency more fully.

Disclosure

Research title:
Virtual reality training showed mixed effects for children with executive dysfunction
Authors:
Susan Hindman, Rachel King, Antonina Pereira
Institutions:
University of Chichester
Publication date:
2026-02-24
DOI:
10.1016/j.lecon.2026.100019
OpenAlex record:
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AI provenance: This post was generated by OpenAI. The original authors did not write or review this post.

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