Effects of VR-Based Serious Games on Gross Motor Skills in Chinese Children with Autism Spectrum Disorder in Special Education: A Pilot Study.
Xinbo Wu, Junwen Liang, Yansha Dong et al.
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In 30 seconds
This randomized controlled pilot trial compared VR-based serious-game training with traditional physical education for gross motor skills in 40 children aged 6–12 years with autism spectrum disorder at a special education school in Changsha, China. Over 12 weeks, outcomes were assessed with the Test of Gross Motor Development-2. Both groups improved, but the VR group had greater gains in locomotor and object-control skills, with significant time-by-group interaction effects. Average gross motor scores nevertheless remained below expected norms.
Key findings
- Both groups improved in gross motor skills after the 12-week intervention.
- The VR group showed greater gains in locomotor and object-control skills, with significant time-by-group interaction effects.
- Average gross motor scores remained below expected norms despite improvement.
Why it matters
The findings suggest that structured VR games may offer an engaging way to support motor-skill development in school-based education for children with autism. However, improvement did not bring average scores to expected norms, indicating that motor challenges persisted and that VR training should be considered as a potential component of support rather than a complete solution.
What to keep in mind
This was a pilot study involving 40 children from one special education school, and the reported assessment followed a 12-week intervention; long-term effects and broader applicability remain uncertain.