Introduction
Assessing attentional functioning in children and adolescents is crucial in both research and applied settings. Traditional tools, while standardized, often lack ecological validity and may not adequately capture attentional performance in naturalistic situations. Virtual reality (VR)-based instruments, such as AULA Attention Kids, offer a promising alternative by simulating real classroom dynamics to assess sustained attention, inhibitory control, and processing speed. While validated in the Spanish context, an Italian version of AULA has not yet been standardized.
Purpose
This study aims to validate the Italian version of AULA Attention Kids in a sample of typically developing children and adolescents, providing preliminary psychometric evidence and laying the foundation for establishing Italian normative data.
Method
A total of 160 children aged 6 to 16 were recruited from schools and clinical sites across northern, central, and southern Italy. All participants were assessed under standardized conditions with AULA Attention Kids. Analyses are focused on reliability, developmental trends, and the general feasibility of administration across age groups.
Results
Preliminary findings indicate that AULA Attention Kids is well accepted by children and feasible to administer within both research and school contexts. Early analyses suggest adequate reliability and developmental differences consistent with attentional maturation, although full analyses are still ongoing.
Conclusions
These preliminary results support the feasibility and ecological validity of the Italian version of AULA Attention Kids for assessing attention and inhibitory control. Further analyses will establish normative reference values and provide more robust psychometric evidence, paving the way for its clinical and educational application in Italy.