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.

摘要

组织了基于动画的在线教学课程，以提高被诊断患有 ADHD 症状的儿童的学习成绩和认知功能技能。该研究旨在检查基于动画的教学在 COVID-19 危机期间增强学习成绩与 ADHD 学生认知功能的有效性。对来自印度阿萨姆邦三所不同学校的 ADHD 学生（n = 75、11-12 岁）进行了准实验设计。动画卡通教学和静态卡通教学的平均表现优于对照组。此外，ANCOVA 结果揭示了基于动画和静态卡通的干预对参与者的学习成就和认知功能的显着影响。全面的，基于动画的教学方法在促进参与者记忆力和推理能力的发展方面特别有效。结果表明，由于该研究使用的样本量小，缺乏适当的观察效果，​​因此需要更多的研究来得出关于动画干预在不同教育水平中的应用的结论。