Animation based instructional approach for learning attainment and cognitive functioning of Indian children with ADHD during COVID-19 crisis

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-01-02 DOI:10.1080/13632752.2022.2074103

Jaishree Devi, Ananta Kumar Jena

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Abstract

ABSTRACT Animation based online instructional sessions were organised for enhancing learning attainment and cognitive functioning skills for children diagnosed with ADHD symptoms. The study aimed to examine the effectiveness of animation-based instruction for the empowerment of learning attainment in relation to the cognitive functioning in students with ADHD during COVID-19 crisis. Quasi-experimental design was done on students with ADHD (n = 75, 11–12 years) from three different schools of Assam, India. The mean performance of animated cartoon-based instruction and static cartoon-based instruction was found better over the comparison group. Moreover, the ANCOVA result reveals a significant effect of animation and static cartoon-based intervention in learning attainment and cognitive functioning of the participants. Overall, the animation-based instructional approach was particularly effective in favouring development of memory and reasoning capacity in participants. Results demonstrated that as the study used small sample size and lacked proper observation effect, thereby more research is required to come to conclusion about the application of animation-based intervention at different levels of education.

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COVID-19危机期间印度ADHD儿童学习成绩和认知功能的基于动画的教学方法

组织基于动画的在线教学课程，以提高诊断为ADHD症状的儿童的学习成就和认知功能技能。该研究旨在研究基于动画的教学对COVID-19危机期间ADHD学生认知功能的学习成就赋权的有效性。准实验设计对来自印度阿萨姆邦三所不同学校的ADHD学生(n = 75, 11-12岁)进行。以动画为基础的教学和以静态为基础的教学的平均表现优于对照组。此外，ANCOVA结果显示，动画和静态卡通干预对参与者的学习成就和认知功能有显著影响。总的来说，基于动画的教学方法对参与者的记忆和推理能力的发展特别有效。结果表明，由于本研究样本量较小，缺乏适当的观察效果，因此需要更多的研究来得出基于动画的干预在不同教育水平上的应用结论。

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来源期刊

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.80

自引率

10.00%

发文量

期刊介绍： The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.