The use of a task through virtual reality in cerebral palsy using two different interaction devices (concrete and abstract) - a cross-sectional randomized study.
Andréa Fernanda Leal, Talita Dias da Silva, Priscila Bianchi Lopes and 8 others
PMID 32349752WHAT IT FOUND
Children with cerebral palsy performed better on a virtual task using a motion sensor than a touchscreen, but could not transfer this skill to the touchscreen.
The motion sensor allowed gross arm movements, bypassing the fine motor control that the touchscreen demands.
Key findings
01Children with CP showed greater improvement and better overall performance on the abstract interface (Kinect) compared to the concrete interface (Touchscreen) during acquisition.
02Performance gains on the abstract interface did not transfer to the concrete interface for children with CP, indicating a lack of generalization to tasks requiring fine motor control.
03Both groups retained the learned task performance in the short term on the interface they originally practiced.
STILL TO COME
How it was doneWhat they foundWhat it means for PTsWhat it means for OTs
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What it does not show
The two interfaces required fundamentally different movement patterns (gross arm waving vs. fine finger tapping), so differences in performance may reflect the difficulty of the movement itself rather than the virtual vs. real nature of the task. The study did not measure participant engagement or satisfaction, which are known factors in VR adherence. A ceiling effect may have occurred, limiting the observable range of improvement. The sample size was small (14 per subgroup), and the study was cross-sectional in design despite randomization of the interface.
Declared interests
The study was funded by Brazilian government agencies (CNPq and CAPES). No commercial conflicts of interest were declared.
The easy way to misread this
Do not assume that success in a motion-sensing VR game translates to improved function in daily life activities requiring fine motor control. The study found no transfer from the abstract interface to the concrete interface for children with CP, suggesting the skills are not interchangeable.