Comparative Effects of Artificial Intelligence Teaching and Immersive Virtual Reality Smart Classroom Teaching on Children and Adolescents With ADHD: A Randomized Controlled Trial
Trial ID: NCT07392463
Status: COMPLETED
Study type: INTERVENTIONAL
Phase: NA
Start date: 2024-01-01
Completion date: 2025-09-30
Sponsor: Tongren Hongxin Kangxin Traditional Chinese Medicine Hospital, Guizhou Province
Conditions: Attention Deficit Hyperactivity Disorder
Interventions: Artificial Intelligence-Assisted Teaching; Virtual Reality-Based Smart Classroom Teaching
Locations: Hongxinkang New Traditional Chinese Medicine Hospital, Tongren
Countries: China
Enrollment: 90
Age range: 8 Years - 15 Years
Sex: ALL

Summary:
Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental condition in children and adolescents and is often associated with difficulties in attention, behavior regulation, and executive functioning. In addition to medication, non-pharmacological interventions, including digital and technology-assisted educational approaches, have gained increasing interest.

This randomized controlled trial compared the effects of artificial intelligence (AI)-assisted teaching and immersive virtual reality (VR)-based smart classroom teaching on core ADHD symptoms and executive function in children and adolescents with ADHD. A total of 90 participants aged 8 to 15 years who met diagnostic criteria for ADHD were randomly assigned to either an AI-assisted teaching group or a VR-based teaching group.

Both groups received structured teaching interventions for 12 weeks, three sessions per week, with each session lasting 45 minutes. ADHD symptoms and executive function were assessed before the intervention, at the end of the intervention, and at a 3-month follow-up using validated rating scales.

The purpose of this study was to evaluate and compare the effectiveness of these two digital teaching approaches and to provide evidence for personalized, non-pharmacological educational interventions for children and adolescents with ADHD.

Eligibility criteria:
Inclusion Criteria:

* Children and adolescents aged 8 to 15 years.
* Diagnosis of attention-deficit/hyperactivity disorder (ADHD) according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), confirmed by two qualified child psychiatrists.
* Total score of 25 or higher on the ADHD Rating Scale (ADHD-RS).
* Intelligence quotient (IQ) of 80 or above as assessed by the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV).
* Stable clinical status for at least 30 days prior to enrollment, with adherence to standard first-line or second-line treatment regimens, and no planned changes in treatment during the study period.
* Ability to participate in structured digital teaching sessions.
* Written informed consent provided by a parent or legal guardian, with assent obtained from the participant when appropriate.

Exclusion Criteria:

* Presence of neurodevelopmental or neurological disorders other than ADHD, such as cerebral palsy or epilepsy.
* Diagnosis of severe psychiatric disorders, including schizophrenia.
* Significant sensory impairments (e.g., hearing impairment) that could interfere with study participation.
* Lack of response to two or more different classes of ADHD medications.
* History of suspected substance abuse or dependence within the past 6 months.
* Physical conditions or motor impairments that would prevent participation in the teaching interventions.
* Current suicidal ideation or severe suicidal behavior as determined by the investigator.
* Receipt of other structured psychological or educational interventions during the study period.
* Any other condition that, in the opinion of the investigator, would make participation in the study inappropriate.

Outcomes:
Change in Core ADHD Symptoms Measured by the ADHD Rating Scale (ADHD-RS)