Virtual Reality Music Training for Children with Dyslexia: A Feasibility and Initial Efficacy Study (Preprint)

Le résumé fourni par la source

BACKGROUND Dyslexia is a neurodevelopmental condition characterized by challenges in reading, which leads to diminished academic outcomes and psychological well-being in children. Recent theories have suggested that dyslexia arises from difficulties across multiple cognitive domains, which has motivated the development of multi-targeted cognitive interventions. One promising intervention is music training, which has been shown to improve cognition in areas of weakness in dyslexia. Digital music interventions delivered via tablets or computers have also shown this potential, while offering wider access and standardization than traditional music training. At the same time, virtual reality (VR) has been theorized to maximize the benefits of cognitive training. There are no studies that have examined the potentially synergistic effects of music training and VR for improving cognition and reading in children with dyslexia. OBJECTIVE This study investigated the tolerability, feasibility, and initial efficacy of CoherenceVR, a rhythm-based VR music intervention for children with dyslexia. METHODS Participants aged 9–13 (n = 14; mean age = 11.5 years, SD = 1.59) completed twelve 30-minute CoherenceVR sessions at home over four weeks with Meta Quest devices. To assess tolerability and feasibility, participants provided subjective ratings of VR side effects and the intervention protocol. To assess initial efficacy, participants completed standardized neuropsychological assessments and experimental digital cognitive assessments pre- and post-intervention. RESULTS Protocol adherence was 100% (14/14). Participants reported low VR side effects, including motion sickness (M[SD] = 0.36[.84] on a 0–20 scale), and discomfort in the eyes (M[SD] = 1.43[1.70]), head or face (M[SD] = 2.36[2.27]), neck (M[SD] = 0.57[1.28]), and headache (M[SD] = 0.64[1.15]; all on a 0–10 scale). Participant ratings of the intervention were generally positive. All participants (14/14; 100%) reported they would play the game for 3–4 weeks or longer; most (10/14; 71%) found 12 sessions “just enough” or too few; and half (50%; 7/14) rated the 30-minute session duration “just enough.” 79% of participants enjoyed the game, although 71% said they would probably not play it outside of the study. Our results also showed positive changes post-intervention in sensorimotor timing, phonological manipulation, visuospatial reasoning, verbal short-term memory, and word retrieval (all P < .05), although these findings should be interpreted with caution given the small sample size and lack of a control group. No significant changes were found in processing speed, executive function, or reading. CONCLUSIONS This study demonstrates the tolerability, feasibility, and initial efficacy of a virtual reality digital music intervention for children with dyslexia. While these results suggest the promise and practicality of VR music training, a larger randomized controlled trial is necessary to establish the causality of the intervention, as well as its optimal dose and delivery mechanism.

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