Virtual and Augmented Reality for Cognitive and Language Rehabilitation in Children and Adolescents: A Scoping Review

Abstract

Background: Virtual reality (VR) is increasingly used in pediatric rehabilitation to deliver engaging, adaptive, and ecologically relevant interventions. Objective: To map the available evidence on VR interventions targeting cognitive and linguistic functions in pediatric populations, focusing on intervention characteristics, technologies, outcome domains. Methods: A scoping review was conducted across PubMed, Web of Science, Cochrane Library, IEEE Xplore, Embase, PsycINFO and Scopus without publication-date restrictions. English-language journal articles involving participants younger than 18 years were considered. Eligible interventions targeted attention, executive functions, memory, processing speed, language, speech, or related cognitive-linguistic abilities. Methodological quality was assessed using design-specific Joanna Briggs Institute critical appraisal checklists. Results: Twelve studies were included. Considerable heterogeneity was observed in populations, treatment intensity, comparator conditions, technologies, and outcome measures. The most consistent benefits concerned attention and executive functions, particularly inhibitory control, cognitive flexibility, working memory, planning, processing speed, and metacognition. Evidence for language, memory, and social cognition was promising but more limited. Positive findings were reported across immersive, semi-immersive, and non-immersive VR systems, with no clear evidence of superiority according to level of immersion. Follow-up assessments were uncommon, and methodological quality was heterogeneous across study designs. Conclusions: VR interventions appear promising for pediatric cognitive and language rehabilitation. Larger controlled studies using standardized outcomes, active comparators, and longer follow-up are needed.