Purpose: The aim of this study was to investigate the effectiveness of VR Motor games on alpha, theta, and beta brain waves, sustained attention, and working memory in 7- to 9-year-old children with ADHD.

Methods: In this quasi-experimental study, 26 children aged 7–9 years with ADHD were randomly assigned to either a VR group (n = 13) or a control group (n = 13). In the pre-test, brain wave patterns (alpha, theta, and beta) were recorded using electroencephalography (EEG), and sustained attention and working memory were assessed using the Continuous Performance Test (CPT) and the N-back task, respectively. Then, VR motor game software consisting of 10 three-minute sessions (from very easy to very difficult), totaling 30 minutes, was designed and developed. The VR group practiced with a VR headset for 6 weeks, twice per week, 30 minutes per session. The control group received their daily routine exercises and did not undergo VR intervention. In the post-test, the same procedures as the pre-test were performed.

Results: The results showed that the VR group, compared to the control group, led to a greater reduction in alpha and theta brain waves (P≤0.05). Additionally, sustained attention and working memory improved significantly in the VR group compared to the control group (P≤0.05). No significant changes in beta waves were observed between the two groups.

Conclusion: It appears that training under VR conditions can help reduce alpha and theta waves and improve sustained attention and working memory in 7- to 9-year-old children with ADHD. These findings suggest that VR can be used as an effective non-pharmacological intervention in the neurocognitive and cognitive domains for children with ADHD.