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Browsing by Subject "VR"

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  • EPELI-menetelmän aikainen tarpeeton toiminta ja sen yhteys toiminnanohjauksen taitoihin lapsilla : Vertailu VR-laseilla ja tietokoneella 
    Kasteenpohja, Kaisla (2023)
    Objectives: Executive function skills are essential in goal-directed behaviour. The assessment of these skills has been based on specific performance-based tasks or subjective questionnaires that measure everyday skills. The EPELI method uses gamification elements, and it has been developed to assess children’s goal-directed behaviour. The method includes both a VR and a computer version, both of which may have their individual benefits. Therefore, it is important to understand the differences between the versions. The aim of the current study was to examine irrelevant actions during EPELI and the differences in actions between the two versions as well as between two separate sessions. The hypothesis was that the number of irrelevant actions does not differ between the versions. Furthermore, the correlation between actions during EPELI and executive function skills in everyday life was examined. It was expected that a high score in BRIEF-questionnaire, which measures challenges in everyday executive functions, would be linked to worse task efficiency and more irrelevant actions. Methods: Participants of the current study were 72 typically developing 9-13 years old children. All participants played EPELI with both VR equipment and a computer. On average there were seven months between the sessions. Half of the participants began with the VR version and the other half began with the computer version. Before the meeting the participants’ guardians filled the BRIEF questionnaire. Irrelevant actions were analysed with generalized linear mixed models. The connection of everyday executive functions skills and EPELI were analysed with correlations. Results and Conclusions: As hypothesised there was no difference in the number of irrelevant actions between the EPELI versions. Instead, the session affected the number of irrelevant actions. During the second session, players had more actions on average than during the first session. The questionnaire that was filled before the first session correlated with the task efficacy and irrelevant actions during EPELI. On the contrary, the correlation was insignificant in the second session. In addition, task efficacy during the computer based EPELI correlated with the questionnaire. Regarding the irrelevant actions, VR equipment did not provide additional insight on top of the computer version. These results suggest that both EPELI versions may complement existing assessment methods. However, the change in the number of irrelevant actions between the two sessions as well as the reasons behind the change should be examined further.
  • Virtuaalitodellisuuteen pohjautuvan Epeli-menetelmän hyödyntäminen lasten ADHD:n arvioinnissa 
    Puhakka, Jasmin (2021)
    Objectives. Attention deficit hyperactivity disorder (ADHD) is a developmental neuropsychiatric disorder with childhood-onset, characterized by inattentiveness, hyperactivity, and impulsivity. In the diagnosis of ADHD, rating scales and neuropsychological testing serve to make inferences about the impact of a given patient’s symptoms, cognitive deficits, and abilities on everyday functioning. These traditional assessment methods have their limitations, as rating scales have been criticized by the lack of objectivity, and neuropsychological testing due to the limited ecological validity. For these reasons, new objective and ecologically valid assessment methods are needed. The aim of the current study was to examine the utility of Epeli, a new virtual reality-based assessment method that simulates everyday tasks, in the assessment of ADHD in children. Methods. ADHD symptoms were assessed with Epeli by comparing the differences in gross motor activity between 37 children diagnosed with ADHD and 42 typically developing children, aged between 9 and 12 years. Linear mixed models were used to examine how the children’s gross motor activity and distractors presented in the virtual environment affected groups performance in Epeli. Furthermore, it was investigated whether the motor activity variables of Epeli were correlated with the scores in traditional ADHD assessment methods: the continuous performance test (CPT), and ADHD Rating Scale IV (ADHD-RS-IV). Results and conclusions. Children diagnosed with ADHD made more movements of the hand using the game controller and controller clicks than the control group, and thus expressed more gross motor activity during Epeli. This gross motor activity measured from controller movements and clicks was associated with Epeli performance along with the distractors, weakening the performance in children with ADHD more than in typically developing children. Furthermore, the motor activity correlated with ADHD symptoms assessed with ADHD-RS-IV but only marginally with CPT measures. Head movements during Epeli did not reveal differences between the groups and were not associated with Epeli performance. The results suggest that Epeli offers new possibilities to assess children’s ADHD in an objective and ecologically valid way.

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