Virtual Assistant: VR simulator will develop cognitive functions in autistic children

Russian developers have created a prototype VR simulator for the development of cognitive skills in children with autism. Most of the existing systems of this kind are used to form the simplest social skills in patients, such as, for example, the ability to cross the road. In contrast, the new development allows you to train memory, attention and the ability to quickly switch between different tasks, and also provides an opportunity to objectively assess the user's condition. According to experts, the invention can really improve the condition of young patients, but the child's brain is in the process of formation and it is important not to harm him with excessive activities.

VR for the development of the mind

Sechenov University specialists have created a prototype VR simulator for training cognitive skills in children with autism spectrum disorders (ASD). The system allows patients to develop important mental functions, such as memory and attention, in a playful way. The developers have implemented several game modules and prepared a user interface.

— VR solutions for the correction of autism, developing social, communication and household skills, are presented on the Russian market. But none of the existing products focuses on cognitive training. However, they are also often disrupted in children with ASD, which hinders learning and social adaptation," said Malika Rakhimova, the author of the project, a graduate of the digital department of Sechenov University. — Our simulator develops these skills through the game and at the same time gives the specialist accurate figures for analysis. Our development is based on clinical studies and meta-analyses confirming the effectiveness of VR technologies for cognitive training in ASD.

To use the simulator, the child puts on a VR helmet and immerses himself in an interactive environment where he is asked to perform various tasks. For example, you can sort fruits and vegetables into baskets, memorize sequences of pop-up objects, or search for objects by color. Game scenarios designed for preschool and school—age children train three key skills: attention, memory, and cognitive flexibility - the ability to switch between tasks. The interface has been adapted to reduce anxiety: step-by-step complexity of levels allows the child to develop stress-free skills and stay motivated.

For example, in the "Attention" module, a child searches for objects of a certain color that appear at a certain speed. This puts a strain on the stability and distribution of attention, forcing the brain to constantly adjust to changing conditions. And in the Memory module, sequence playback tasks train working memory and the ability to retain information. At the same time, the length of the sequence increases with each successful round.

Another advantage of the development is the built—in dashboard for a specialist. Metrics of the child's actions are displayed in real time on the screen: reaction time, number of errors, frequency of access to prompts. This turns the gameplay into a full-fledged diagnostic and rehabilitation tool. The clinician can objectively assess the dynamics and promptly adjust the lesson program for a particular child, the developers emphasized.

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Implementation in practice

In the near future, the team plans to complete the development of all modules, conduct pilot testing in children with ASD, and finalize the simulator based on feedback. In the future, the developers plan to adapt the product for children with other mental disabilities.

The main value of such developments is the opportunity to complement the work of a specialist with regular classes and scale the methodology beyond the limits of one center, says Denis Zakharkin, a member of the NTI Neuronet working group and head of the Committee for immersive technologies at the Russian Academy of Industrial Sciences. When working with children with ASD, regularity and consistency are important: we need a consistent program with clear goals and outcome control. VR here should not be entertainment, but part of the overall support program.

— An important feature of the project is a completely domestic software solution based on a Russian 3D engine. This is especially important for medicine and education in terms of working with personal data, technological independence, and long-term support and development. Unfortunately, this is still an almost unique case for our market: most VR developments are still being created using foreign engines," said Denis Zakharkin.

The development of Sechenov University is going in the right direction, and the next step is to confirm the measurable effect on a sufficient sample and check whether the result is transferred from the virtual environment to learning and everyday life. This is what will determine the practical value of the simulator, the specialist emphasized.

Compared to the real world, where a child with ASD is confronted with sensory overload and difficult social contacts, VR provides a safe and controlled environment: you can repeat the same situation many times, gradually complicating it, without fear of judgment or failure. This is a huge plus, says Olga Valaeva, head of the MSU Center for the Development of Digital Clinics. However, it is important to remember that a child's brain is still being formed, and prolonged immersion in a virtual environment can affect the development of the visual system, vestibular apparatus, and even memory.

— Therefore, while supporting the idea of VR training, I believe that it is necessary to strictly limit the time of sessions, take into account the age of the child, and be sure to conduct long-term studies of the effect of virtual reality on the neuroplasticity of the developing brain. Without such caution, we risk replacing one problem with another," the specialist emphasized.

According to Alexander Zakharov, director of the Research Institute of Neuroscience at Samara State Medical University of the Ministry of Health of the Russian Federation (SamSMU), the built-in system of objective registration of behavioral metrics (reaction time, accuracy, frequency of access to prompts) turns the gameplay into a diagnostic and rehabilitation tool. This allows the clinician to track the dynamics in real time and customize the therapeutic program. However, the technology has a number of limitations, such as vestibular discomfort, visual fatigue, and emotional overexcitation associated with prolonged use of headsets. There are also technical barriers, including the weight of the devices, their ergonomic incompatibility with the child's age group, and the high cost of the equipment, so thorough testing must be carried out.