Virtual Reality Games for Cognitive Rehabilitation in School-Aged Children: A Review of Adaptive Games, Domains, and Techniques
Main Article Content
Abstract
Background: Virtual reality (VR) has been presented as a useful tool in cognitive rehabilitation in school-going children. The current review questions the use of adaptive VR games as a training modality of basic cognitive skills and improvement of academic achievement.
Methods: A systematic literature review of peer-reviewed articles that are related to VR-based cognitive rehabilitation in children was conducted. Search in databases was carried out in PubMed, Scopus, IEEE Xplore, and Google Scholar. The selection and screening of studies included their relevance to the interest-based cognitive competency using adaptive VR interventions. The review shows that real-time difficulty modulation and interactive feedback represent crucial adaptive processes that promote stimulation and skill-learned; however, the issues of accessibility, costs, and standardisation of VR protocols are also relevant.
Conclusions: VR-based adaptive games are a prospective technology in cognitive rehabilitation in school-age children. Further research needs to be directed to prolonged effectiveness, the creation of less expensive options, and integration into the educational environment. Overcoming the existing constraints may make VR revolutionary in way of cognitive therapy of learning impaired children.
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