Abstract Background Virtual reality (VR) training is increasingly explored for fine motor skill development in children, yet little is known about its feasibility in primary school-aged populations. Understanding differences in motor learning across developmental stages may guide optimal timing for introducing simulation-based training. Methods Primary school children were recruited and stratified into lower, middle, and upper primary groups. Participants completed a laparoscopic training task on the ADLAP box trainer. Performance was assessed using objective motion analysis parameters, including task time, instrument path length, collisions, and working volume. Results Thirty-five children ( N = 35) completed the task (11 lower, 12 middle, 12 upper primary). Performance improved significantly with age. Total task time decreased from 201,147 ms in lower primary to 97,155 ms in upper primary ( p < 0.001). Similar age-dependent improvements were observed in instrument path length ( p ≤ 0.007) and collisions ( p ≤ 0.014). Working volume decreased with age, although differences did not reach significance. Conclusion Primary school children can successfully perform laparoscopic training tasks, with clear performance gains across age groups. These findings support the feasibility of VR and box trainer-based approaches for assessing motor skills in children, and highlight the potential of simulation to inform early skill development and educational strategies.
Greve et al. (Mon,) studied this question.