Anusha, Sivakumar (2017) Effectiveness of Virtual Reality Therapy upon attention Span and Concentration among Secondary School Students. Masters thesis, Apollo College of Nursing, Chennai.
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Abstract
INTRODUCTION : Virtual reality is a technique that allows a person to participate actively in a sense of being present in the virtual environment. Virtual reality has been proposed as a new way of conducting exposure therapy because it can provide a sense of being present in a stressed situation. This method appears to have several advantages over standard exposure therapy Virtual is artificial and reality is what we experience. The field of Virtual reality is growing rapidly due to recent advances in artificial intelligence and computer graphics. It has been believed that artificial intelligence can help to improve human health and longevity. Virtual reality was invented by Morton H. Eiligin in 1956. Virtual reality was introduced in medicine by Dr. Ralph Larson in the year 1990. He introduced virtual reality in medicine to treat his own fear of height (Acrophobia). At present virtual reality is being used as part of treatment. Prof. V.S.Ramachandran from the university of California is noted for his use of virtual reality and the neuro imaging – mirror neurons. STATEMENT OF THE PROBLEM : An experimental study to assess the effectiveness of virtual reality therapy upon attention span and concentration among secondary school students at selected school, Chennai. OBJECTIVES OF THE STUDY : 1. To assess the level of attention span and concentration in experimental and control group of students before and after administration of virtual reality therapy. 2. To evaluate the effectiveness of virtual reality therapy by comparing the levels of attention span and concentration before and after administration of virtual reality therapy. 3. To determine the level of satisfaction among the secondary school students regarding administration of virtual reality therapy. 4. To find out the association between selected demographic variables and the level of attention span in control and experimental group before and after administration of virtual reality therapy. 5. To find out the association between selected demographic variables and the level of concentration in control and experimental group before and after administration of virtual reality therapy. The study was carried out upon 60 Secondary school students, in Chennai. Tools such as student background characteristics proforma, mindfulness scale on level of attention span, concentration questionnarie and Rating scale on level of satisfaction of virtual reality therapy were used by the researcher to collect the data. The content validity was obtained from various experts and reliability of the tool was (cronbach’s alpha) r = 0.70. The main study was conducted after the pilot study. The level of attention span and concentration was assessed before and after virtual reality therapy using mindfulness scale and concentration questionnarie in the group of students. Virtual reality therapy was administered every day morning 5 – 7 minutes for the period of one week for each student. After one week, the level of attention and concentration was assessed by using mindfulness scale and concentration questionnarie among the students. Then the level of satisfaction on virtual reality therapy was also assessed by using satisfactory scale. The data obtained were analysed using appropriate Descriptive and Inferential statistics. MAJOR FINDINGS OF THE STUDY : The study findings revealed that, a more than half of students were aged between 12-13 years ( 53.3 %, 50% )with the mean age of 13 years, majority of school students were males (66.7%, 68.3%), studying 8th class (60%, 56.7%), and their academic performance (marks scored in previous academic year)was between 76-90 percentage (50%, 46.7%). Most of the school students’ spending time to study in home after school has ranged between 76-90% (63.3%, 73.3%) in control and experimental group. Attention span without any distraction in majority of school students ranges between 21-30 minutes (60%, 43.3%) in control and experimental group respectively. Findings also reveal that there is no statistically significant difference between control group and experimental group with regard to background characteristics of the students (p>0.05) indicating the homogeneity of the groups. The study findings indicate that 60%, 56.7% of the control group of school students have average level to above average level of attention span before and after virtual reality therapy. Whereas among experimental group of the school students, majority were found to have average level of attention before administration of virtual reality therapy (60%), whereas after virtual reality therapy most of them had above average level attention span (93.3%). The study depicts that in control group majority of the students’ concentration is not good (needs improvement) (83.3%, 70%) before and after virtual reality therapy. Whereas in experimental group of the school students, majority of their (70%) concentration was in need of improvement of concentration before administration of virtual reality therapy whereas after virtual reality therapy more than half of them (60%) had good concentration. The difference in mean and standard deviation of attention span scores of school students in pre test (M= 55.6, 57.1, SD= 7.03, 7.4) between control and experimental group was not statistically significant (p<0.05). Whereas after virtual reality therapy the difference in the mean and standard deviation (M= 56.5, 61.9, SD= 6.9, 5.8) between control and experimental group of school students was statistically significant (P< 0.05). It can be attributed to the effectiveness of virtual reality therapy upon attention span. Hence the null hypothesis Ho1 “There will be no significant difference in the level of attention span in control and experimental group of school students before and after administration of virtual reality therapy” is rejected. The difference in mean and standard deviation of concentration scores of school students in pre test (M= 9.2, 9 & SD= 2.25, 3.04) between control and experimental group was not statistically significant (p<0.05). Whereas after virtual reality therapy the difference in the mean and standard deviation (M= 8.4, 6.7, SD= 2.92, 1.90) between control and experimental group of school students was statistically significant (P< 0.05). It can be attributed to the effectiveness of virtual reality therapy upon concentration. Hence the null hypothesis Ho1 “There will be no significant difference in the level of concentration in control and experimental group of school students before and after administration of virtual reality therapy” is rejected. The researcher found that most of the school students in the experimental group were highly satisfied with all aspects of virtual reality therapy. Study findings also revealed that, there was no significant association between the level of attention span, concentration and the selected variables of the students. Hence the null hypothesis H03 was retained. RECOMMENDATIONS : • The study can be conducted on larger sample to generalize the results. • The study can be conducted among the other group of school students like intellectually disabled children. • The study could be replicated in other settings like the community and colleges etc. • A study can be conducted to assess the effectiveness of virtual reality therapy on quality of life among the alcoholics, wives and children of alcoholics. • A comparative study can be conducted to evaluate the effectiveness of various other interventions to help the school students in improving their concentration and attention span. • The study can be conducted among the autistic children to improve attention and concentration. CONCLUSION : The findings of the study reveal that attention span and concentration lack, are one of the common problems faced by the school students. It may be due to various factors such as neurotransmitter imbalance, increasing nuclear family system and inadequate time to take care of the children by parents, misuse of technology etc. Virtual reality therapy is a nonpharmacological psychosocial intervention for the improvement of attention span and concentration, which can be practiced by secondary school students to improve level of attention span and concentration.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | Virtual Reality Therapy ; attention Span and Concentration ; Secondary School Students. |
| Subjects: | NURSING > Psychiatric Nursing |
| Depositing User: | Kambaraman B |
| Date Deposited: | 26 Feb 2018 16:34 |
| Last Modified: | 03 Mar 2018 08:04 |
| URI: | http://repository-tnmgrmu.ac.in/id/eprint/5871 |
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