Journal
COMPUTERS IN HUMAN BEHAVIOR
Volume 59, Issue -, Pages 327-333Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.chb.2016.02.023
Keywords
ClinicaVR; Classroom-CPT; Inhibition; Validity; Reliability; Children; Virtual reality; Virtual classroom
Funding
- Canada Foundation for Innovation (FCI) [1842]
- Ministere de l'Economie, de l'Innovation et des Exportations du Quebec (MDEIE)
- Fond de Developpement Academique du Roseau de l'Universite du Quebec (FODAR)
- Fonds Institutionnel de Recherche (FIR) de l'Universite du Quebec a Trois-Rivieres (UQTR)
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Having garnered interest both in clinic and research areas, the Virtual Classroom (Rizzo et al., 2000) assesses children's attention in a virtual context. The Digital MediaWorks team (www.dmw.ca) has evolved the original basic classroom concept over a number of iterations to form the ClinicaVR Suite containing the Classroom-CPT as one of its components. The present study has three aims: investigate certain validity and reliability aspects of the tool; examine the relationship between performance in the virtual test and the attendant sense of presence and cybersickness experienced by participants; assess potential effects of gender and age on performance in the test. The study was conducted with 102 children and adolescents from Grade 2 to Grade 10. All participants were enrolled in a regular school program. Results support both concurrent and construct validity as well as temporal stability of ClinicaVR: Classroom-Continuous Performance Test (CPT). Gender exerted no effect on performance, while age did. The test did not cause much cybersickness. We recommend ClinicaVR: Classroom-CPT as an assessment tool for selective and sustained attention, and inhibition, in clinic and research domains. (C) 2016 Elsevier Ltd. All rights reserved.
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