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| ID | Type | Description | Link |
|---|---|---|---|
| R61MH131632-01 | U.S. NIH Grant/Contract | View source |
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| Name | Class |
|---|---|
| National Institute of Mental Health (NIMH) | NIH |
| Louisiana State University Health Sciences Center in New Orleans | OTHER |
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The goal of this pilot randomized clinical trial is to test the impact of a virtual reality program for improving the ability of emerging adults (age 18-25) with attention deficit hyperactivity disorder (ADHD) to stay focused while completing homework and studying. This study compares the impact of using a virtual reality headset to using a virtual reality headset while also receiving feedback about levels of focus to a control group. The main question is whether participants demonstrate significantly improved concentration while completing homework and studying in virtual reality and whether they enjoy and prefer working in a virtual reality environment. Concentration is measured both through participant report and also using keyboard and mouse click data to assess work productivity objectively.
This study involves a pilot randomized control trial (RCT) to assess the feasibility/usability and preliminary effects of a virtual reality (VR) environment alone (n=15) compared to VR environment + feedback about focus (n=15) and to a VR passthrough control (n=15). Proposed mechanisms of action will be measured every session, including data on keyboard and mouse clicks plus self-ratings of concentration, homework effort, and homework motivation. After completing the initial diagnostic evaluation and confirming eligibility, 45 emerging adults with ADHD (ages 18-25) will be randomized to 1 of 3 groups and then provided with a VR headset and computer to use in their dorm/home. Randomization will be performed (1:1:1) to the three conditions. Randomization will be blocked on ADHD medication status to ensure an equal number of participants taking and not taking ADHD medication in each group. Phase 3 includes a 2-session baseline where all participants complete homework and study without using the VR headset.
Group 1, VR passthrough: After completing the two session baseline, participants will use the VR headset in their room/home or the library 10 times over two weeks (max twice a day with a minimum 2-hour break) for 1-hour sessions each time. The participant will wear the headset, but it will not be used as usual. The headset will be in "VR passthrough" mode, meaning the participant will see through to the normal environment and laptop (i.e., they can see the real world around them, just wearing a headset).
Group 2, VR environment only: After completing the two session baseline, participants will use the VR headset in their room/home or the library 10 times over two weeks (max twice a day with a minimum 2-hour break) for 1-hour sessions each time. For the following sessions, the participant will wear the VR headset and engage in homework in the VR environment.
Group 2, VR environment + feedback: After completing the two session baseline, participants will use the VR headset in their room/home or the 10 times over two weeks (max twice a day with a minimum 2-hour break) for 1-hour sessions each time. For the following sessions, the participant will wear the VR headset and engage in homework in the VR environment while receiving real time visual feedback on performance and focus.
Participants concentration, effort/efficiency, and motivation is assessed each baseline and VR session, and participants answer questions about VR feasibility, useability, and acceptability.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| VR Passthrough | Active Comparator | Participants in this condition wear the same VR headset as participants in the in the other arms. However, they see directly through to their laptop and are not emersed in the virtual world. |
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| Virtual Reality | Experimental | Participants in this condition wear the virtual reality headset. They are emersed in a virtual world that looks like a cabin room with windows. They are sitting at a desk and can see their laptop screen as part of the virtual world. |
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| Virtual Reality + Feedback | Experimental | Participants in this condition wear the virtual reality headset. They are emersed in a virtual world that looks like a cabin room with windows. They are sitting at a desk and can see their laptop screen as part of the virtual world. The program tracks their keyboard and mouse click data to assess how consistently they are working. A stoplight in the virtual environment is green when they are working consistently and turns red when the not. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Meta Quest 3 VR Headset with noise cancelling headphones | Behavioral | Wearing the headset and headphones removes all outside audio and visual distractions. One of the groups receives frequent and consistent feedback about work productivity similar to behavioral interventions for ADHD. |
| Measure | Description | Time Frame |
|---|---|---|
| Objective On-Task Assessment Algorithm | Percentage of time on-task during each study session utilizing the Objective On-Task Assessment algorithmic mouse and keyboard click data. There are no subscales in this measure. Percentages below are for sessions 1-2 (T1) and 3-12 (T2). Participants had 2 weeks to complete sessions 1-7 and a 3rd week to complete the last 5 sessions (sessions 8-12), equaling 12 sessions within 3 weeks. The 1-7 and 8-12 time points were only for compensation/motivational purposes (payment after sessions 1-7 and after 8-12) and were not outcome measurement time points. Sessions 1+2 are combined for a time point because participants did not wear headsets for those two sessions, which we considered 'baseline,' giving us a base focus score before participants put on a headset. Participants wore the headsets for sessions 3-12. Percentages below were averaged for each time point. T1 is an average of session 1+2's percentages. T2 is an average of sessions 3-12's percentages. | Participants had 2 weeks to complete sessions 1-7 and a 3rd week to complete the last 5 sessions, equaling 12 sessions within 3 weeks. |
| Homework Concentration Index | This measure looks at how concentrated participants were while completing their homework.The rating options are Not True, Somewhat True, Pretty Much True, and Definitely True. There are no subscales in this measure, just a total score. The range is 7-28. Higher #s = worse concentration. The total score is summed. Numbers below are averages of units from sessions 1-2 (T1) and 3-12 (T2).The units were collected during each session's post survey. Sessions 1+2 are combined for a time point because participants did not wear headsets for those two sessions. Participants wore the headsets for sessions 3-12. Sessions 1+2 are considered baseline as they gave us a baseline score before participants put on a headset. Scores below were averaged for T1 (Sessions 1+2) and T2 (Sessions 3-12). | Participants had 2 weeks to complete sessions 1-7, a 3rd week to complete the last 5 sessions (sessions 8-12), equaling 12 sessions within 3 weeks.The 1-7 and 8-12 time points were only for compensation purposes and were not outcome measure points. |
| Measure | Description | Time Frame |
|---|---|---|
| Homework Effort Index | The Homework Effort Index looks at how much effort participants were able to put in while completing their homework.The rating options are Not True, Somewhat True, Pretty Much True, and Definitely True. There are no subscales in this measure, just a total score. The range is 7-28. Higher #s = greater levels of effort. The total score is summed. Scores below are averages of units from sessions 1-2 (T1) and 3-12 (T2).The units were collected during each session's post survey. Sessions 1+2 are combined for a time point because participants did not wear headsets for those two sessions. Participants wore the headsets for sessions 3-12. Sessions 1+2 are considered baseline as they gave us a baseline score before participants put on a headset. Scores below are averaged for T1 and T2. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Joshua M Langberg, PhD | Rutgers University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Louisiana State University | Baton Rouge | Louisiana | 70802 | United States | ||
| Rutgers University - New Brunswick |
De-identified data can be used for many secondary analyses. Individual subject-level data and item-level data will be shared. Prior to sharing, all data will be de-identified so that it is HIPAA-compliant. Once deposited into an open database, data will be open to the greater scientific community according to the terms of the individual database. Data will then be fully available for secondary analyses, data mining, and to facilitate discovery by combining our data with that of other centers/investigators for large-scale analyses. As we will be using the NDA, this repository has policies and procedures in place that will provide data access to qualified researchers, fully consistent with NIH data sharing policies and applicable laws and regulations. The NIMH Data Archive (NDA) will serve as the primary data repository for the current proposal.
Analyzed/experimental data related to the primary aims of the study will be submitted when a publication on the data is accepted, or the project period ends, and shared when published or one year after the project period ends, whichever comes first in both cases.
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We ask the participants their current ADHD medication status because we block randomize based on if they are taking medication or not, to ensure groups are well-balanced between taking medication and not taking medication.
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| ID | Title | Description |
|---|---|---|
| FG000 | VR Passthrough | Participants in this condition wear the same VR headset as participants in the in the other arms. However, they see directly through to their laptop and are not emersed in the virtual world. Meta Quest 3 VR Headset with noise cancelling headphones: Wearing the headset and headphones removes all outside audio and visual distractions. One of the groups receives frequent and consistent feedback about work productivity similar to behavioral interventions for ADHD. |
| FG001 | Virtual Reality | Participants in this condition wear the virtual reality headset. They are emersed in a virtual world that looks like a cabin room with windows. They are sitting at a desk and can see their laptop screen as part of the virtual world. Meta Quest 3 VR Headset with noise cancelling headphones: Wearing the headset and headphones removes all outside audio and visual distractions. One of the groups receives frequent and consistent feedback about work productivity similar to behavioral interventions for ADHD. |
| FG002 | Virtual Reality + Feedback | Participants in this condition wear the virtual reality headset. They are emersed in a virtual world that looks like a cabin room with windows. They are sitting at a desk and can see their laptop screen as part of the virtual world. The program tracks their keyboard and mouse click data to assess how consistently they are working. A stoplight in the virtual environment is green when they are working consistently and turns red when the not. Meta Quest 3 VR Headset with noise cancelling headphones: Wearing the headset and headphones removes all outside audio and visual distractions. One of the groups receives frequent and consistent feedback about work productivity similar to behavioral interventions for ADHD. |
| Title | Milestones | Reasons Not Completed | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
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| ID | Title | Description |
|---|---|---|
| BG000 | VR Passthrough | Participants in this condition wear the same VR headset as participants in the in the other arms. However, they see directly through to their laptop and are not emersed in the virtual world. Meta Quest 3 VR Headset with noise cancelling headphones: Wearing the headset and headphones removes all outside audio and visual distractions. One of the groups receives frequent and consistent feedback about work productivity similar to behavioral interventions for ADHD. |
| Units | Counts |
|---|---|
| Participants |
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| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Categorical | Participants were eligible if they were between the ages of 18-25 |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Objective On-Task Assessment Algorithm | Percentage of time on-task during each study session utilizing the Objective On-Task Assessment algorithmic mouse and keyboard click data. There are no subscales in this measure. Percentages below are for sessions 1-2 (T1) and 3-12 (T2). Participants had 2 weeks to complete sessions 1-7 and a 3rd week to complete the last 5 sessions (sessions 8-12), equaling 12 sessions within 3 weeks. The 1-7 and 8-12 time points were only for compensation/motivational purposes (payment after sessions 1-7 and after 8-12) and were not outcome measurement time points. Sessions 1+2 are combined for a time point because participants did not wear headsets for those two sessions, which we considered 'baseline,' giving us a base focus score before participants put on a headset. Participants wore the headsets for sessions 3-12. Percentages below were averaged for each time point. T1 is an average of session 1+2's percentages. T2 is an average of sessions 3-12's percentages. | Number of participants analyzed differs between the overall number analyzed as some participants did not complete enough sessions or the sessions were faulty, and they were excluded from this measure. The number analyzed here is even less than the other outcome measures as it is easier to get measure information through surveys if a session is faulty, over the whole focus algorithm, which doesn't capture information if there are glitches in the virtual reality system. | Posted | Mean | Standard Deviation | percentage of time focused | Participants had 2 weeks to complete sessions 1-7 and a 3rd week to complete the last 5 sessions, equaling 12 sessions within 3 weeks. |
AE data was monitored over 1-2 months, including the baseline assessment and active phase of the study with the VR sessions. Whether it was 1 or 2 months depended on how long participants took to schedule their baseline assessment, to pick up their VR technology, to complete the 12 sessions.We were in regular contact with participants over the time frame to ask how they were adjusting to the VR and to see if they had any problems.No participants met the criteria for adverse events in our study.
During the preliminary baseline surveys which were administered before the assessment, there is a questionnaire asking about a participant's medical history. If participants answered yes to this question: "Do you have any conditions where flashing or intense light might affect you, such as epilepsy, migraines, unexplained seizures, recent concussions, or light sensitivity," they were not eligible to continue with the study. This exclusion was agreed upon with our IRB.
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | VR Passthrough | Participants in this condition wear the same VR headset as participants in the in the other arms. However, they see directly through to their laptop and are not emersed in the virtual world. Meta Quest 3 VR Headset with noise cancelling headphones: Wearing the headset and headphones removes all outside audio and visual distractions. One of the groups receives frequent and consistent feedback about work productivity similar to behavioral interventions for ADHD. |
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| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Dr. Joshua Langberg | Center for Youth Social Emotional Wellness - Graduate School of Applied and Professional Psychology | (848) 445-2000 | jl3079@gsapp.rutgers.edu |
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP | Yes | Yes | No | Study Protocol and Statistical Analysis Plan | Jun 30, 2025 | Sep 9, 2025 | Prot_SAP_001.pdf |
| ICF | No | No | Yes | Informed Consent Form | Jun 30, 2025 | Sep 9, 2025 | ICF_002.pdf |
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| ID | Term |
|---|---|
| D001289 | Attention Deficit Disorder with Hyperactivity |
| ID | Term |
|---|---|
| D019958 | Attention Deficit and Disruptive Behavior Disorders |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
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Parallel group randomized trial
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| Participants had 2 weeks to complete sessions 1-7, a 3rd week to complete the last 5 sessions (sessions 8-12), equaling 12 sessions within 3 weeks. The 1-7 and 8-12 time points were only for compensation purposes and were not outcome measure points. |
| Homework Motivation Index | The Homework Motivation Index measures how motivated participants were while completing their homework.The rating options are Not True, Somewhat True, Pretty Much True, and Definitely True.There are no subscales in this measure, just a total score. The range is 7-28. Higher #s = greater levels of motivation. The total score is summed. Scores below are averages of units from sessions 1-2 (T1) and 3-12 (T2).The units were collected during each session's post survey. Sessions 1+2 are combined for a time point because participants did not wear headsets for those two sessions. Participants wore the headsets for sessions 3-12. Sessions 1+2 are considered baseline as they gave us a baseline score before participants put on a headset. Scores below were averaged for T1 and T2. | Participants had 2 weeks to complete sessions 1-7, a 3rd week to complete the last 5 sessions (sessions 8-12), equaling 12 sessions within 3 weeks. The 1-7 and 8-12 time points were only for compensation purposes and were not outcome measure points. |
| New Brunswick |
| New Jersey |
| 08854 |
| United States |
| BG001 | Virtual Reality | Participants in this condition wear the virtual reality headset. They are emersed in a virtual world that looks like a cabin room with windows. They are sitting at a desk and can see their laptop screen as part of the virtual world. Meta Quest 3 VR Headset with noise cancelling headphones: Wearing the headset and headphones removes all outside audio and visual distractions. One of the groups receives frequent and consistent feedback about work productivity similar to behavioral interventions for ADHD. |
| BG002 | Virtual Reality + Feedback | Participants in this condition wear the virtual reality headset. They are emersed in a virtual world that looks like a cabin room with windows. They are sitting at a desk and can see their laptop screen as part of the virtual world. The program tracks their keyboard and mouse click data to assess how consistently they are working. A stoplight in the virtual environment is green when they are working consistently and turns red when the not. Meta Quest 3 VR Headset with noise cancelling headphones: Wearing the headset and headphones removes all outside audio and visual distractions. One of the groups receives frequent and consistent feedback about work productivity similar to behavioral interventions for ADHD. |
| BG003 | Total | Total of all reporting groups |
| Count of Participants |
| Participants |
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| Sex: Female, Male | Count of Participants | Participants |
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| Ethnicity (NIH/OMB) | Count of Participants | Participants |
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| Race (NIH/OMB) | Count of Participants | Participants |
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| Region of Enrollment | Count of Participants | Participants |
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| The Barkley Adult Attention Deficit/Hyperactivity Disorder (ADHD) Rating Scale-IV Self-Report | Assesses ADHD symptoms in adults age 18+, aligning with symptoms that are used to diagnose ADHD in the DSM-5. Rating options;Never, Sometimes, Often, Very Often. Participants were given this survey via Redcap after viewing a recruitment flyer that had a QR code.Higher # = more severe ADHD symptoms. Total scores/symptom counts summed. Please see below for letters associated with subscales. Ranges of these subscales: A (0-9), B (0-27), C (0-9), D (0-27), E (0-27), F (0-81), G (0-9), H (0-27), I (0-9), J (0-27), K (0-18), L (0-54). | Mean | Standard Deviation | units on a scale |
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| Adult Concentration Index (ACI) | Measures how true statements pertaining to concentration are. Includes "I can't focus, I daydream" as items.Distributed via redcap survey to ps eligible after completing BAARS. Rating options: Not at all, sometimes, often, very often.Totals include ACI symptom count range 0-7, ACI total rating score range 0-21. Higher # = more severe levels of difficulty concentrating. Sx ct scores and total rating scores are summed. | Mean | Standard Deviation | units on a scale |
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| General Anxiety Disorder-7 (GAD-7) | GAD-7 measures severity of anxiety in participants. Ps are given this survey via Redcap after they are eligible based on BAARS and ACI. There are no subscales in this instrument, only a total score. The rating options are Not at all, several days, more than half the days, nearly every day. Higher # = more severe levels of anxiety. Total score range 0-21. Scores are summed. | Mean | Standard Deviation | units on a scale |
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| Patient Health Questionnaire-9 (PHQ-9) | This instrument measures depression and its severity. Participants received this survey if they were eligible based on the BAARS and ACI. There are no subscales in this measure, just a total score. The rating options are Not at all, several days, more than half the days, and nearly every day. Total score range 0-27. Higher values = worse depression symptom severity. Total scores are summed. | Mean | Standard Deviation | units on a scale |
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| Columbia Suicide Severity Rating Scale (C-SSRS) | The CSSRS is used for suicide risk assessment. Participants were given this survey via redcap if they were eligible based on the BAARS and ACI. The rating options are yes ( =1) /no (=0). There were no subscales for this measure, just a total score. The total score range is 0-6. Higher # = more risk for suicide. The total scores are summed. | The number of participants analyzed from the overall number is different because participants only complete the whole C-SSR if they answer 'yes' to question #2 - "Have you actually had any thoughts of killing yourself." If they answer yes, they are brought to 4 more questions which is totaled for the score reported. Those 4 other questions are about actual suicide attempts, which we wouldn't ask about if a participant did not think about suicide in the first place. | Mean | Standard Deviation | units on a scale |
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| Barkley Deficits in Executive Functioning Scale (BDEFS-Short Form) | BDEFS measures executive functioning in adults. Participants were given this survey via Redcap if they were eligible based on the BAARS and ACI. The rating options are Never or Rarely, Sometimes, Often, and Very Often. There are no subscales for this measure, only totals. They are BDEFS symptom count - range 0-20, and BDEFS total rating score - range 20-80. Higher #s = worse executive functioning outcome. Total scores are summed. | Mean | Standard Deviation | units on a scale |
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| Barkley Functional Impairment Scale (BFIS) | BFIS measures possible impairment in 15 major domains of psychosocial functioning in adults. Participants were given this survey via redcap if they were eligible based on the BAARS and ACI. There are no subscales in this measure. Answer choices are on a scale: 0 = Not at All, 1-2 = Somewhat, 3-4 =Mild, 5-7 = Moderate, 8-9 = Severe. The total score is a mean with a range of 0-9. Higher #s = worse domains of functioning. | Mean | Standard Deviation | scores on a scale |
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| Baseline Homework Motivation Index | This measure of motivation level for completing homework has rating options which include Not True, Somewhat True, Pretty Much True, and Definitely True. Participants were given this survey via Redcap if they were eligible based on the BAARS and ACI. There are no subscales, just a total measure. Range is 7-28. Higher # = better motivation levels to complete homework. Total scores are summed. | Mean | Standard Deviation | units on a scale |
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| Baseline Homework Effort Index | This measure looks at how much effort participants put into their homework. The rating options are Not True, Somewhat True, Pretty Much True, and Definitely True. Participants were given this survey via Redcap if they were eligible based on the BAARS and ACI. There are no subscales in this measure, just a total score. The range is 7-28. Higher #s = better effort levels to complete homework. The total score is summed. | Mean | Standard Deviation | units on a scale |
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| Primary | Homework Concentration Index | This measure looks at how concentrated participants were while completing their homework.The rating options are Not True, Somewhat True, Pretty Much True, and Definitely True. There are no subscales in this measure, just a total score. The range is 7-28. Higher #s = worse concentration. The total score is summed. Numbers below are averages of units from sessions 1-2 (T1) and 3-12 (T2).The units were collected during each session's post survey. Sessions 1+2 are combined for a time point because participants did not wear headsets for those two sessions. Participants wore the headsets for sessions 3-12. Sessions 1+2 are considered baseline as they gave us a baseline score before participants put on a headset. Scores below were averaged for T1 (Sessions 1+2) and T2 (Sessions 3-12). | Number of participants analyzed differs between timepoints as some participants did not complete enough sessions or the sessions were faulty, and they were excluded from T2. Some participants also dropped out after 2 sessions. | Posted | Mean | Standard Deviation | units on a scale | Participants had 2 weeks to complete sessions 1-7, a 3rd week to complete the last 5 sessions (sessions 8-12), equaling 12 sessions within 3 weeks.The 1-7 and 8-12 time points were only for compensation purposes and were not outcome measure points. |
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| Secondary | Homework Effort Index | The Homework Effort Index looks at how much effort participants were able to put in while completing their homework.The rating options are Not True, Somewhat True, Pretty Much True, and Definitely True. There are no subscales in this measure, just a total score. The range is 7-28. Higher #s = greater levels of effort. The total score is summed. Scores below are averages of units from sessions 1-2 (T1) and 3-12 (T2).The units were collected during each session's post survey. Sessions 1+2 are combined for a time point because participants did not wear headsets for those two sessions. Participants wore the headsets for sessions 3-12. Sessions 1+2 are considered baseline as they gave us a baseline score before participants put on a headset. Scores below are averaged for T1 and T2. | Number of participants analyzed differs between timepoints as some participants did not complete enough sessions or the sessions were faulty, and they were excluded from T2. Some participants also dropped out after 2 sessions. | Posted | Mean | Standard Deviation | units on a scale | Participants had 2 weeks to complete sessions 1-7, a 3rd week to complete the last 5 sessions (sessions 8-12), equaling 12 sessions within 3 weeks. The 1-7 and 8-12 time points were only for compensation purposes and were not outcome measure points. |
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| Secondary | Homework Motivation Index | The Homework Motivation Index measures how motivated participants were while completing their homework.The rating options are Not True, Somewhat True, Pretty Much True, and Definitely True.There are no subscales in this measure, just a total score. The range is 7-28. Higher #s = greater levels of motivation. The total score is summed. Scores below are averages of units from sessions 1-2 (T1) and 3-12 (T2).The units were collected during each session's post survey. Sessions 1+2 are combined for a time point because participants did not wear headsets for those two sessions. Participants wore the headsets for sessions 3-12. Sessions 1+2 are considered baseline as they gave us a baseline score before participants put on a headset. Scores below were averaged for T1 and T2. | Number of participants analyzed differs between timepoints as some participants did not complete enough sessions or the sessions were faulty, and they were excluded from T2. Some participants also dropped out after 2 sessions. | Posted | Mean | Standard Deviation | units on a scale | Participants had 2 weeks to complete sessions 1-7, a 3rd week to complete the last 5 sessions (sessions 8-12), equaling 12 sessions within 3 weeks. The 1-7 and 8-12 time points were only for compensation purposes and were not outcome measure points. |
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| 0 |
| 22 |
| 0 |
| 22 |
| 0 |
| 22 |
| EG001 | Virtual Reality | Participants in this condition wear the virtual reality headset. They are emersed in a virtual world that looks like a cabin room with windows. They are sitting at a desk and can see their laptop screen as part of the virtual world. Meta Quest 3 VR Headset with noise cancelling headphones: Wearing the headset and headphones removes all outside audio and visual distractions. One of the groups receives frequent and consistent feedback about work productivity similar to behavioral interventions for ADHD. | 0 | 18 | 0 | 18 | 0 | 18 |
| EG002 | Virtual Reality + Feedback | Participants in this condition wear the virtual reality headset. They are emersed in a virtual world that looks like a cabin room with windows. They are sitting at a desk and can see their laptop screen as part of the virtual world. The program tracks their keyboard and mouse click data to assess how consistently they are working. A stoplight in the virtual environment is green when they are working consistently and turns red when the not. Meta Quest 3 VR Headset with noise cancelling headphones: Wearing the headset and headphones removes all outside audio and visual distractions. One of the groups receives frequent and consistent feedback about work productivity similar to behavioral interventions for ADHD. | 0 | 20 | 0 | 20 | 0 | 20 |
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| Between 18 and 65 years |
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| >=65 years |
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| Male |
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| Not Hispanic or Latino |
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| Unknown or Not Reported |
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| Asian |
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| Native Hawaiian or Other Pacific Islander |
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| Black or African American |
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| White |
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| More than one race |
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| Unknown or Not Reported |
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| Title | Measurements |
|---|---|
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| Title | Measurements |
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| Sessions 3-12 (T2) |
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| Sessions 3-12 (T2) |
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| Sessions 3-12 (T2) |
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