Psychological
Conditions
Keywords
Virtual Reality
Brief summary
The goal is to explore the use of Virtual Reality (VR) as an intervention to increase intrinsic motivation in a healthcare setting. The investigators would like to determine if an educational VR intervention in the course of healthcare could increase pediatric patient intrinsic motivation compared to standard of care (i.e no VR).
Detailed description
While virtual reality has gained momentum as a therapeutic supplement to distract from pain perception and to reduce anxiety, it has received less attention as an intervention to promote more holistic psychological intrinsic motivation in the course of in-patient care. Child and adolescent self-reported measures of intrinsic motivation have also been looked over in favor of parent or practitioner measures of a child's intrinsic motivation. To evaluate the effectiveness of virtual reality on child and adolescent intrinsic motivation while undergoing hospital care, the investigators will determine the effect of virtual reality to 1) increase pediatric patient intrinsic motivation compared to standard of care using educational virtual reality, 2) establish a comprehensive profile of short-term psychological well-being in school-aged children and adolescents following admission to a hospital. Participants will serve as their own control to either receive intervention on the first day or second day of the in-patient care and no intervention will be given on the other day.
Interventions
BEHAVIORALVirtual Reality
During in-patient care participants will be randomized to receive or not receive the educational virtual reality intervention on the first day. After two days, participants will receive a total of 10 minutes interventional in the morning (between 8am to 12pm) every day until their in-patient care concludes.
BEHAVIORALStandard of Care
For case control, participants will service as their self control and be randomized to receive no virtual reality intervention on either the first day or the second day of in-patient care.
Sponsors
Thomas Caruso
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
5 Years to 25 Years
Healthy volunteers
No
Inclusion criteria
* Patients' age range from 5 to 25 at LPCH/SHC facilities * patient who speak english only
Exclusion criteria
* Participants who do not consent * Have a history of seizure disorder * Currently have nausea * Have motion sickness * Are clinically unstable * Currently using corrective glasses (not compatible with VR headset) * Currently pregnant * non-English speakers
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in the intrinsic motivation | Day 1(baseline), Day 2 | Measured with six items from the modified Intrinsic Motivation Inventory (IMI) - Interest/Enjoyment Subscale. The perceived interest/enjoyment is scored on scale ranging from 1 (Not at all true) to 7 (very true) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in current mental well being as measured by the modified WHO (Five) Well-Being Index | Day 1(baseline), Day 2 | The modified WHO (Five) Well-Being Index is a participant-reported outcome measure that assesses current mental well being. Questionnaire contains 5 questions . Scores range from 0 to 5, with higher scores indicating the corresponding feeling exists all the time. |
| Change in the self-esteem (child) | Day 1(baseline), Day 2 | Measured with five items from the modified Rosenberg Self-Esteem Scale (child). The self-esteem is scored on scale ranging from 1 (very true) to 4 (Definitely not true) |
| Change in the caregiver perception of the educational experience of the patient | Day 1(baseline), Day 2 | Measured with seven items from a modified Educational Experience Parental Survey Scale. The caregiver perception of the educational experience of the patient is scored on scale ranging from 1 (strongly disagree) to 7 (strongly agree) |
| Change in educational self efficacy | Day 1(baseline), Day 2 | Measured with six items from the modified New General Self-Efficacy Scale. The educational self efficacy is scored on scale ranging from 1 (strongly disagree) to 5 (strongly agree) |
| Change in the self-esteem (Adolescent) | Day 1(baseline), Day 2 | Measured with five items from the modified Rosenberg Self-Esteem Scale (Adolescent). The self-esteem is scored on scale ranging from 1 (Strongly agree) to 4 (Strongly disagree) |
Other
| Measure | Time frame | Description |
|---|---|---|
| Change in the Positive and Negative Affect feeling and emotion for Children | Day 1(baseline), Day 2 | Measured with ten items from the Positive and Negative Affect Schedule for Children (PANAS-C). The positive affect (PA) and negative affect (NA) feelings and emotions are scored on scale ranging from 1 (Very slightly or not at all) to 5 (Extremely) |
Countries
United States
Outcome results
None listed