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Immersive Children SE [CRACKED]

Background: The past decade has seen the emergence of rehabilitation treatments using virtual reality. One of the advantages in using this technology is the potential to create positive motivation, by means of engaging environments and tasks shaped in the form of serious games. The aim of this study is to determine the efficacy of immersive Virtual Environments and weaRable hAptic devices (VERA) for rehabilitation of upper limb in children with Cerebral Palsy (CP) and Developmental Dyspraxia (DD).

Immersive Children SE

Methods: A two period cross-over design was adopted for determining the differences between the proposed therapy and a conventional treatment. Eight children were randomized into two groups: one group received the VERA treatment in the first period and the manual therapy in the second period, and viceversa for the other group. Children were assessed at the beginning and the end of each period through both the Nine Hole Peg Test (9-HPT, primary outcome) and Kinesiological Measurements obtained during the performing of similar tasks in a real setting scenario (secondary outcomes).

Conclusions: These findings suggest that immersive VE and wearable haptic devices is a viable alternative to conventional therapy for improving upper extremity function in children with neuromotor impairments. Trial registration ClinicalTrials, NCT03353623. Registered 27 November 2017-Retrospectively registered,

Purpose: Children who sustain Upper Limb Injuries (ULIs), including fractures and burns, may undergo intensive rehabilitation. The discomfort of therapy can reduce their compliance, limit their range of motion (ROM) and lead to chronic pain. Virtual Reality (VR) interventions have been found to reduce anticipated and procedural pain.This feasibility study aimed to explore perceptions and impacts of a custom-made, fully immersive Head-Mounted Display VR (HMD-VR) experience within a United Kingdom (UK) National Health Service (NHS) outpatient rehabilitation service for children with ULIs.

Methods: Ten children aged 9-16 in one UK Children's hospital trialled HMD-VR during one rehabilitation session. They, their parents (n = 10), and hospital physiotherapy staff (n = 2) were interviewed about their perceptions of pain, difficulty, enjoyability, therapeutic impacts, benefits, and limitations. Children rated the sessions on enjoyability, difficulty, and pain compared to usual rehabilitation exercises. Physiotherapists were asked to provide range of motion readings.

Results: Inductive thematic analysis of interview data generated three themes, 'Escape through Engagement'; 'Enhanced Movement'; and 'Adaptability and Practicality'. Children rated the session as more enjoyable, less difficult and painful than their usual rehabilitation exercises. Findings suggested that HMD-VR was an engaging, enjoyable experience that distracted children from the pain and boredom of therapy. Also, it seemed to enhance the movement they achieved. Participants perceived it was useful for rehabilitation and adaptable to individual needs and other patient groups. Suggestions were made to increase adaptability and build in practical safeguards.

"For many children and their families, anxiety can rule their lives as they try to avoid the situations which can trigger their child's fears or phobia," says Professor Jeremy Parr, Institute of Neuroscience, Newcastle University, who led the studies.

Autism can affect a child's learning and development, often resulting in impaired social and communication skills and many also have fears or phobias which can be very distressing but are often overlooked. It is thought these phobias affect around 25% of children with autism. In the trial phobias included travelling on public transport, school classrooms, dogs and balloons.

The Newcastle University experts describe the randomised controlled trial involving 32 children with autism aged 8 -- 14 years. Half received treatment in the Blue Room straight away and half acted as a control group, receiving delayed treatment six months later.

Eddie Nelson is Director of Third Eye NeuroTech, the immersive reality technology company based in County Durham which provides the Blue Room facility. He says: "It is rare as a business that we get the chance to help young people and their families in such a dramatic and tangible way. But what we see with the Blue Room is very anxious young people and adults coming in, yet within four of these specialised sessions they come out having combatted their fears."

Private Companies and SchoolsPrivate companies/tutors like Language Stars in the DC and Chicago area offer weekday classes for young children and weekend classes for school-age children. Companies like Berlitz have multiple locations and private tutors are also available in most areas. There may also be a private school near you that offers immersion.

Eighty-four papers met the inclusion criteria, which consisted of (a) presenting one or more empirical original studies, (b) written in Danish, English, Norwegian, or Swedish language, (c) published between January 2004 and May 2017, and (d) focused on child and adolescent populations. The included papers presented outcomes of 90 different studies. Sixty percent of these studies indicated positive mental, physical, or social outcomes, with psychosocial and cognitive benefits being the most dominant. The targeted groups ranged in age from 3-18 and included children and youth with special social and emotional needs, such as autism, behavioral challenges, and attention deficit/hyperactivity disorders. The targeted groups also included children from low socio-economic backgrounds. The length, type, and focus of the immersive nature-experiences varied considerably from study to study.

Mygind, L., Kjeldsted, E., Hartmeyer, R., Mygind, E., Bølling, M., Bents, P., (2019). Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence. Health & Place, 58

The present study aimed to improve the ability of children with autism to recognize emotions correctly. We used our third-person perspective role-playing game (TPP-RPG) method to teach social skills and help develop an improved understanding of the six basic emotions. The experiment was divided into two phases: The first involved working with traditional figure card emotional recognition and the second involved a subject entering a 3D cave automatic virtual environment (CAVE) to engage with interactive games. While the traditional graphic card is a static picture that represents one of the six basic human emotions, the virtual reality of CAVE-like immersive 3D role-playing games enables the use of actual picture scene syntheses plus the animation of 3D characters to express emotions. The participating children were instructed to role-play with (1) three-dimensional (3D) virtual role animations and observe (2) two different real-time switchable role-play animations of themselves and their counterpart socially interacting. This single-subject study was based on multiple-baseline, across-subject design and involved 5 weeks of TPP-RPG training intervention. From this research activity, we found that the role-play performance of all three participants rose substantially during the intervention phase and remained significantly higher in the maintenance phase compared to their baseline levels.

On the surface the Droves is a story about repopulating a race of exiled children who when grown are mind wiped and ejected from their community. To me, in its moon heart, it speaks to lost childhood, the myth and fables of fairy tales and growing up, the little monsters we fear - the dreams we hold dear - the parts of childhood we have to let go though we may want to grip them with all our strength

In an immersive theatre production, the audience in some way plays a role, whether that is the role of witness or the role of an actual character. They may be allowed to roam and explore the performance space as the performance happens around them, allowing them to decide what they see and what they skip. They might be herded from room to room so they see the key scenes. They might even be invited to become a more active part of the performance. The lines between performer and audience and between performance and life are blurred. The audience is placed within the environment of the story and therefore play witness front and centre to the events without the distancing factor of a proscenium.

Howell decided he wanted to find a way to share this simple strategy with other parents who might be experiencing the same struggles he did. A successful Kickstarter campaign let him realize that goal through his children's book "Bee 4 Goodnight - The Four B's."

Howell debuted his book at the Next Chapter Bookstore, but that wasn't all he unveiled. Accompanying him that day was his "Buzz Buggy," a trailer he's transformed into an interactive and immersive version of his book, that incorporates bee elements.

The new author said he's looking forward to bringing the trailer to different events, and already has plans to expand his bee-themed children's books by tackling other topics parents might be struggling with, like traveling with young children. He's hopeful his shared experiences can help other families.

"At the end of the day this is about intentional being and being the good in the goodnight," Howell said. "I wasn't being the good in the goodnight. It started out really rocky. (Bedtime) is the last thing we do for our children. It shouldn't be harsh or full of anxiety and heightened emotion."

Immersive Reality(IR) is a form of Virtual Reality (VR) that has evolved in terms of usability and accessibility. This study sought to ascertain whether we can increase parents' knowledge and experiences about their children with intellectual disabilities by using immersive reality. We used an Immersive software known as IMERCYVE to depict the real life of people living with intellectual disabilities. The study investigates the possibility of using IM to educate parents of children with intellectual disabilities and how this experience affects their day-to-day interactions with their children. Using a qualitative method, data was collected through semi-structured interview questions. The study discovered that prior to this experience, parents had no idea how to aid a child with intellectual disabilities. However, after the IMERCYVE practice with the help of the oculus technology, they now have proper knowledge about what their children with intellectual disabilities could be experiencing in real life. The findings suggest that in the future, we may need to increase education at all levels for parents who have intellectually disabled children through immersive reality experiences. 041b061a72

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