An interventional study of Artificial Intelligence-Assisted Teaching and Virtual Reality-Based Smart Classroom Teaching in Attention Deficit Hyperactivity Disorder, sponsored by Tongren Hongxin Kangxin Traditional Chinese Medicine Hospital, Guizhou Province. Completed at 1 site in China. Open to participants aged 8 Years to 15 Years. Per ClinicalTrials.gov, last updated 2026-02-06.
Sponsored by Tongren Hongxin Kangxin Traditional Chinese Medicine Hospital, Guizhou Province · Not applicable, Interventional, and Treatment
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.
This study was an open-label, randomized, parallel-group controlled trial designed to compare the effects of artificial intelligence (AI)-assisted teaching and immersive virtual reality (VR)-based smart classroom teaching on core symptoms and executive function in children and adolescents with attention-deficit/hyperactivity disorder (ADHD).
Participants aged 8 to 15 years were recruited from an outpatient ADHD clinic and were required to meet diagnostic criteria for ADHD according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Eligible participants were randomly assigned in a 1:1 ratio to either the AI-assisted teaching group or the VR-based teaching group using a computer-generated randomization sequence prepared by an independent statistician. Due to the nature of the digital interventions, participants were not blinded to group allocation; however, outcome assessments were conducted by trained evaluators who were blinded to treatment assignment.
Both groups received structured teaching interventions for 12 weeks, with three sessions per week and each session lasting approximately 45 minutes. The AI-assisted teaching intervention was delivered using a tablet-based adaptive learning system incorporating eye-tracking, behavioral analysis, and real-time feedback to dynamically adjust task difficulty and learning pace based on individual performance and attention patterns. The VR-based teaching intervention was delivered using immersive virtual reality technology to simulate classroom and task-based learning scenarios, with an emphasis on interactive learning and emotional regulation in a low-distraction environment.
Primary outcomes included changes in core ADHD symptoms as measured by the ADHD Rating Scale (ADHD-RS). Secondary outcomes included changes in executive function assessed using the Behavior Rating Inventory of Executive Function (BRIEF), parent-report version. Outcome measures were assessed at baseline prior to intervention initiation, at the end of the 12-week intervention period, and at a 3-month post-intervention follow-up.
All study procedures were approved by the Ethics Committee of Tongren Hongxin Kangxin Traditional Chinese Medicine Hospital, and written informed consent was obtained from parents or legal guardians, with assent obtained from participating children when appropriate. The study was conducted in accordance with the principles of the Declaration of Helsinki.
1,514 studies on the registry are indexed under Attention Deficit Disorder with Hyperactivity; 255 are open to participants now.
This study's enrollment of 90 is above the median of 72 across 1,207 interventional studies indexed under Attention Deficit Disorder with Hyperactivity.
Browse Attention Deficit Disorder with Hyperactivity studies →Tongren Hongxin Kangxin Traditional Chinese Medicine Hospital, Guizhou Province is the lead sponsor of 3 studies on the registry; 1 is open to participants now.
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Exclusion Criteria:
Participants assigned to this arm received artificial intelligence-assisted teaching delivered through a tablet-based adaptive learning system. The intervention was conducted for 12 weeks, with three sessions per week and each session lasting approximately 45 minutes. The system incorporated real-time feedback and adaptive task adjustment based on individual learning performance and attention patterns.
Behavioral: Artificial Intelligence-Assisted Teaching
Participants assigned to this arm received immersive virtual reality-based smart classroom teaching. The intervention was delivered using VR technology to simulate interactive learning scenarios in a low-distraction environment. The program was conducted for 12 weeks, with three sessions per week and each session lasting approximately 45 minutes.
Behavioral: Virtual Reality-Based Smart Classroom Teaching
A behavioral digital teaching intervention delivered through an artificial intelligence-assisted adaptive learning system. The system dynamically adjusted task difficulty and learning pace based on individual performance and attention-related behavioral data and provided real-time feedback during learning activities. The intervention was administered for 12 weeks, three sessions per week, with each session lasting approximately 45 minutes.
A behavioral teaching intervention delivered using immersive virtual reality technology to simulate interactive classroom and task-based learning scenarios. Participants engaged in structured learning activities within a low-distraction virtual environment designed to enhance attention and engagement. The intervention was conducted for 12 weeks, three sessions per week, with each session lasting approximately 45 minutes.
Change in Core ADHD Symptoms Measured by the ADHD Rating Scale (ADHD-RS)
Core symptoms of attention-deficit/hyperactivity disorder (ADHD) were assessed using the ADHD Rating Scale (ADHD-RS), which includes subscales for inattention and hyperactivity/impulsivity. Higher scores indicate greater symptom severity. The scale was completed by trained evaluators based on standardized assessment procedures.
Time frame: Baseline and at the end of the 12-week intervention period
Change in Executive Function Measured by the Behavior Rating Inventory of Executive Function (BRIEF)
Executive function was assessed using the parent-report version of the Behavior Rating Inventory of Executive Function (BRIEF), which evaluates multiple domains including inhibition, working memory, planning/organization, and emotional control. Higher scores indicate greater impairment in executive function.
Time frame: Baseline, at the end of the 12-week intervention period, and at the 3-month post-intervention follow-up
Change in Inattention Symptoms Measured by the ADHD Rating Scale (ADHD-RS) Inattention Subscale
Inattention symptoms were assessed using the inattention subscale of the ADHD Rating Scale (ADHD-RS). The subscale consists of items evaluating attention-related difficulties, with higher scores indicating more severe inattention symptoms.
Time frame: Baseline, at the end of the 12-week intervention period, and at the 3-month post-intervention follow-up
Change in Hyperactivity/Impulsivity Symptoms Measured by the ADHD Rating Scale (ADHD-RS) Hyperactivity/Impulsivity Subscale
Hyperactivity and impulsivity symptoms were assessed using the hyperactivity/impulsivity subscale of the ADHD Rating Scale (ADHD-RS). Higher scores reflect greater severity of hyperactivity and impulsivity symptoms.
Time frame: Baseline, at the end of the 12-week intervention period, and at the 3-month post-intervention follow-up
Plan to share: No
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Attention Deficit Disorder with Hyperactivity→
Tongren Hongxin Kangxin Traditional Chinese Medicine Hospital, Guizhou Province