Estudo de um programa com realidade virtual na promoção do funcionamento executivo em crianças em idade escolar identificadas com dificuldades de aprendizagem: um ensaio controlado aleatorizado
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2022
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Este estudo teve como objetivo avaliar a adequação de um programa de intervenção cognitiva com recurso à realidade virtual, na melhoria do funcionamento executivo em crianças em idade escolar com dificuldades de aprendizagem. Participaram neste estudo 19 crianças, de ambos os géneros, com idades compreendidas entre os 6 e os 10 anos, que moravam e estudavam no concelho de Oeiras e que foram aleatoriamente distribuídos por dois grupos, um de controlo e um experimental. Inicialmente foi aplicado um questionário sociodemográfico, um questionário para avaliar comportamentos relacionados com as funções executivas respondido por pais/professores/explicadores e a prova TI-BAFEC que avalia as funções executivas em crianças. O programa de realidade virtual apresentava um cenário que incluía uma escola virtual, onde eram realizadas tarefas de carácter cognitivo, com o objetivo de estimular funções cognitivas, como a memória, a atenção ou leitura, e executivas, como o planeamento ou a sequenciação. Após a aplicação do programa ao grupo experimental, os dois grupos foram novamente avaliados com o questionário de comportamentos e a TI-BAFEC. Os resultados mostraram uma melhoria significativa no grupo experimental, em sete das oito dimensões do questionário de comportamentos e em todos os descritores da TI-BAFEC, não se tendo verificado qualquer melhoria significativa no grupo de controlo, com exceção de um descritor do TI-BAFEC. Concluiu-se que a intervenção com o programa de realidade virtual foi adequada, com melhorias verificadas ao nível do comportamento e do rendimento das funções executivas. Estes resultados foram discutidos, de acordo com o enquadramento teórico apresentado e, no final, referem-se as limitações deste trabalho e apresentadas sugestões para estudos futuros. Palavras-Chave: Funções executivas, realidade virtual, reabilitação cognitiva, dificuldades de aprendizagem
The purpose of this study was to evaluate the adequacy of a virtual reality program intervention to improving executive functioning in school-age children with learning disabilities. The study included 19 children of both genders aged between 6 and 10 years who attended a school in the municipality of Oeiras, randomly distributed into two groups, one control group and one experimental. Initially, a sociodemographic questionnaire was applied, a questionnaire for assessing specific behaviors related to executive functions was answered by parents/teachers/explainers and the TI-BAFEC test that assesses executive functions in children. The virtual reality program consisted of a scenario that included a virtual school where cognitive tasks were performed, with the aim of stimulating cognitive functions, such as memory, attention or reading, and executive ones, as planning or sequencing. After applying the program to the experimental group, the two groups were again evaluated with the questionnaire and the TI-BAFEC. Results showed a significant improvement in the experimental group, in seven of the eight dimensions of the questionnaire and in all descriptors of the TI-BAFEC, while there was no significant improvement in the control group, except for one descriptor of the TI-BAFEC. We concluded that the intervention with the virtual reality program was effective, with improvements in the behavior and performance of executive functions. These results were discussed according to the theoretical framework presented, while the limitations of this study were also discussed along with suggestions for future studies. Keywords: Executive functions, virtual reality, cognitive rehabilitation, learning disabilities.
The purpose of this study was to evaluate the adequacy of a virtual reality program intervention to improving executive functioning in school-age children with learning disabilities. The study included 19 children of both genders aged between 6 and 10 years who attended a school in the municipality of Oeiras, randomly distributed into two groups, one control group and one experimental. Initially, a sociodemographic questionnaire was applied, a questionnaire for assessing specific behaviors related to executive functions was answered by parents/teachers/explainers and the TI-BAFEC test that assesses executive functions in children. The virtual reality program consisted of a scenario that included a virtual school where cognitive tasks were performed, with the aim of stimulating cognitive functions, such as memory, attention or reading, and executive ones, as planning or sequencing. After applying the program to the experimental group, the two groups were again evaluated with the questionnaire and the TI-BAFEC. Results showed a significant improvement in the experimental group, in seven of the eight dimensions of the questionnaire and in all descriptors of the TI-BAFEC, while there was no significant improvement in the control group, except for one descriptor of the TI-BAFEC. We concluded that the intervention with the virtual reality program was effective, with improvements in the behavior and performance of executive functions. These results were discussed according to the theoretical framework presented, while the limitations of this study were also discussed along with suggestions for future studies. Keywords: Executive functions, virtual reality, cognitive rehabilitation, learning disabilities.
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Orientação: Jorge Oliveira ; co-orientação: Pedro Gamito
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, REALIDADE VIRTUAL, REABILITAÇÃO COGNITIVA, DIFICULDADES DE APRENDIZAGEM, EDUCATION, VIRTUAL REALITY, COGNITIVE REHABILITATION, LEARNING DISABILITIES