Let’s Cross the Next One: Parental Scaffolding of Prospective Control Over Movement

O’Neal, Elizabeth; Zhou, Shiwen; Jiang, Yuanyuan; Kearney, Joseph K.; Plumert, Jodie M.

doi:10.1111/cdev.13457

Cited by 4 publications

(2 citation statements)

References 27 publications

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“…These manipulations provide an impactful, experiential, and active learning environment for children, allowing them to enhance their knowledge through experience. Prior studies demonstrate that experiential and active learning strategies increase engagement and add value to learning experiences [25][26][27][28][29][30][31][32]. Another advantage of VR technology over other approaches to concussion education is that it can be rapidly and widely disseminated.…”

Section: Key Findingsmentioning

confidence: 99%

“…Second, VR technology is underpinned by the principles of the Experiential Learning Model, which emphasizes the importance of learning by doing and posits that knowledge is constructed through physical interaction [ 28 , 29 ]. It also capitalizes on the principles of future-oriented thinking, which suggest that children can develop the ability to think about the future and anticipate future states and needs to successfully plan and function in society [ 30 , 31 ]. Third, VR technology can be tailored to the individual participant, a feature that boosts both engagement and comprehension.…”

Section: Introductionmentioning

confidence: 99%

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A Virtual Reality App Intervention to Improve Concussion Recognition and Reporting in Athletes Aged 9 to 12 Years: Development and Pilot Testing

Sullivan¹,

McKenzie²,

Roberts³

et al. 2023

JMIR Form Res

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Background Existing concussion education programs for preteen athletes typically do not result in sustained improvements in concussion symptom recognition or reporting behaviors. Virtual reality (VR) technology offers an innovative tool that may improve concussion symptom recognition and reporting behaviors among preteen athletes. Objective We aimed to describe the design and development of a VR concussion education app, Make Play Safe (MPS), and present findings on the usability and preliminary efficacy of MPS in improving concussion recognition and reporting intentions among soccer athletes aged 9-12 years. Methods A collaborative user-centered design process was implemented to develop and evaluate MPS, a semi-immersive VR concussion education app designed to address two behavioral outcomes in preteen athletes aged 9-12 years: (1) recognizing concussion and (2) reporting concussion. The development of MPS occurred in three phases: (1) design and development, (2) usability testing, and (3) preliminary efficacy testing. During phase 1, consultations were completed with 6 experts. Additionally, 5 interviews with children who had a history of concussion were conducted to collect feedback about the proof of concept of MPS. During phase 2, a participatory workshop with 11 preteen athletes and a small group discussion with 6 parents and 2 coaches were conducted to explore the usefulness and acceptability of MPS from the perspective of end users. Finally, phase 3 included preliminary efficacy testing with 33 soccer athletes aged 9-12 years to examine changes in concussion-related knowledge, attitudes, and reporting intentions from pre- to postintervention. The data generated from each phase of this study informed the development of the final version of the proof of concept of the VR concussion education app, MPS. Results Experts positively rated the features of MPS and noted that the design and content were innovative and age-appropriate. Preteens with a history of concussion indicated the scenarios and symptoms portrayed in the app represented well what they experienced while concussed. Further, they stated that the app would be an engaging way for children to learn about concussions. The 11 healthy children in the workshop perceived the app positively, noting that the scenarios were informative and engaging. Results from preliminary efficacy testing revealed increases in many athletes’ knowledge and reporting intentions from pre- to postintervention. Others demonstrated no significant changes or a decrease in knowledge, attitudes, or reporting intentions from pre- to postintervention. Group-level changes in concussion knowledge and intention to report concussions were statistically significant (P<.05), while changes in attitudes toward reporting concussions were not (P=.08). Conclusions Results suggest VR technology may be an effective and efficient tool to equip preteen athletes with the requisite knowledge and skills to recognize and report future concussions. Further research is recommended to examine the use of VR as an effective strategy to improve concussion-reporting behaviors in preteen athletes.

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Section: Key Findingsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Virtual Reality App Intervention to Improve Concussion Recognition and Reporting in Athletes Aged 9 to 12 Years: Development and Pilot Testing

Sullivan¹,

McKenzie²,

Roberts³

et al. 2023

JMIR Form Res

View full text Add to dashboard Cite

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How Do Child ADHD Symptoms and Oppositionality Impact Parent–Child Interactions When Crossing Virtual Roads?

O’Neal

Rahimian

Jiang

et al. 2021

Journal of Pediatric Psychology

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Objective This study examined how parents and children interact when crossing virtual roads together. We examined (1) whether children’s inattention/hyperactivity and oppositionality and children’s failure to jointly perform the task interfered with parents’ efforts to scaffold children’s road-crossing skill and (2) whether experience with the joint road-crossing task impacted children’s subsequent performance in a solo road-crossing task. Methods Fifty-five 8- to 10-year-old children with and without attention-deficit/hyperactivity disorder and their parents first jointly crossed a lane of traffic in an immersive pedestrian simulator. Children then completed the same road-crossing task alone. Parents completed questionnaires about children’s symptoms of inattention/hyperactivity and oppositionality. Results Analyses of the joint road-crossing task showed that when parents and children crossed different gaps, parents suggested and opposed more gaps and were less likely to use a prospective gap communication strategy (i.e., communicating about a crossable gap prior to its arrival). Crossing different gaps was also associated with increased expressions of negative affect among parents and children and an increase in collisions among children. Children’s level of parent-reported oppositionality also predicted an increase in child defiance and parental redirection of child behavior. Analyses of children’s subsequent crossing performance indicated that parents’ use of a prospective gap communication strategy during the joint road-crossing task predicted selection of larger gaps during the solo crossing task. Conclusions Not crossing through the same gap and increased levels of child oppositionality interfered with the scaffolding process, potentially informing future parent-based intervention efforts for increasing children’s road-crossing safety.

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A Virtual Reality App Intervention to Improve Concussion Recognition and Reporting in Athletes Aged 9 to 12 Years: Development and Pilot Testing (Preprint)

Sullivan¹,

McKenzie²,

Roberts³

et al. 2022

Preprint

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BACKGROUND Existing concussion education programs for preteen athletes typically do not result in sustained improvements in concussion symptom recognition or reporting behaviors. Virtual reality (VR) technology offers an innovative tool that may improve concussion symptom recognition and reporting behaviors among preteen athletes. OBJECTIVE We aimed to describe the design and development of a VR concussion education app, Make Play Safe (MPS), and present findings on the usability and preliminary efficacy of MPS in improving concussion recognition and reporting intentions among soccer athletes aged 9-12 years. METHODS A collaborative user-centered design process was implemented to develop and evaluate MPS, a semi-immersive VR concussion education app designed to address two behavioral outcomes in preteen athletes aged 9-12 years: (1) recognizing concussion and (2) reporting concussion. The development of MPS occurred in three phases: (1) design and development, (2) usability testing, and (3) preliminary efficacy testing. During phase 1, consultations were completed with 6 experts. Additionally, 5 interviews with children who had a history of concussion were conducted to collect feedback about the proof of concept of MPS. During phase 2, a participatory workshop with 11 preteen athletes and a small group discussion with 6 parents and 2 coaches were conducted to explore the usefulness and acceptability of MPS from the perspective of end users. Finally, phase 3 included preliminary efficacy testing with 33 soccer athletes aged 9-12 years to examine changes in concussion-related knowledge, attitudes, and reporting intentions from pre- to postintervention. The data generated from each phase of this study informed the development of the final version of the proof of concept of the VR concussion education app, MPS. RESULTS Experts positively rated the features of MPS and noted that the design and content were innovative and age-appropriate. Preteens with a history of concussion indicated the scenarios and symptoms portrayed in the app represented well what they experienced while concussed. Further, they stated that the app would be an engaging way for children to learn about concussions. The 11 healthy children in the workshop perceived the app positively, noting that the scenarios were informative and engaging. Results from preliminary efficacy testing revealed increases in many athletes’ knowledge and reporting intentions from pre- to postintervention. Others demonstrated no significant changes or a decrease in knowledge, attitudes, or reporting intentions from pre- to postintervention. Group-level changes in concussion knowledge and intention to report concussions were statistically significant (<i>P</i><.05), while changes in attitudes toward reporting concussions were not (<i>P</i>=.08). CONCLUSIONS Results suggest VR technology may be an effective and efficient tool to equip preteen athletes with the requisite knowledge and skills to recognize and report future concussions. Further research is recommended to examine the use of VR as an effective strategy to improve concussion-reporting behaviors in preteen athletes.

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Let’s Cross the Next One: Parental Scaffolding of Prospective Control Over Movement

Cited by 4 publications

References 27 publications

A Virtual Reality App Intervention to Improve Concussion Recognition and Reporting in Athletes Aged 9 to 12 Years: Development and Pilot Testing

A Virtual Reality App Intervention to Improve Concussion Recognition and Reporting in Athletes Aged 9 to 12 Years: Development and Pilot Testing

How Do Child ADHD Symptoms and Oppositionality Impact Parent–Child Interactions When Crossing Virtual Roads?

A Virtual Reality App Intervention to Improve Concussion Recognition and Reporting in Athletes Aged 9 to 12 Years: Development and Pilot Testing (Preprint)

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