Virtual Reality Rehabilitation from Social Cognitive and Motor Learning Theoretical Perspectives in Stroke Population. (9th January 2014)

• Record Type: Journal Article
• Authors: Imam, Bita; Jarus, Tal
• Other Names: Paik Nam-Jong Academic Editor.
• Is Part Of: Rehabilitation research and practice. Volume 2014(2014)
• Publication Date: 2014-01-09
• Subjects: Rehabilitation -- Periodicals; Physical therapy -- Periodicals; Rehabilitation; Rehabilitation, Vocational; Physical therapy; Rehabilitation; Periodicals; 617.103
• DOI: 10.1155/2014/594540
• Languages: English
• ISSNs: 2090-2867

Abstract

Abstract : Objectives. To identify the virtual reality (VR) interventions used for the lower extremity rehabilitation in stroke population and to explain their underlying training mechanisms using Social Cognitive (SCT) and Motor Learning (MLT) theoretical frameworks. Methods. Medline, Embase, Cinahl, and Cochrane databases were searched up to July 11, 2013. Randomized controlled trials that included a VR intervention for lower extremity rehabilitation in stroke population were included. The Physiotherapy Evidence Database (PEDro) scale was used to assess the quality of the included studies. The underlying training mechanisms involved in each VR intervention were explained according to the principles of SCT (vicarious learning, performance accomplishment, and verbal persuasion) and MLT (focus of attention, order and predictability of practice, augmented feedback, and feedback fading). Results. Eleven studies were included. PEDro scores varied from 3 to 7/10. All studies but one showed significant improvement in outcomes in favour of the VR group (P < 0.05 ). Ten VR interventions followed the principle of performance accomplishment. All the eleven VR interventions directed subject's attention externally, whereas nine provided training in an unpredictable and variable fashion. Conclusions. The results of this review suggest that VR applications used for lower extremity rehabilitation in stroke population predominantly mediate learning through providing a task-oriented and graduated learning under a variable and unpredictable practice.