Animation Based Instructional Approach for Learning Attainment and Cognitive Functioning of Indian Children with ADHD during COVID-19 Crisis

Autor/inn/en	Devi, Jaishree; Jena, Ananta Kumar
Titel	Animation Based Instructional Approach for Learning Attainment and Cognitive Functioning of Indian Children with ADHD during COVID-19 Crisis
Quelle	In: Emotional & Behavioural Difficulties, 27 (2022) 1, S.88-101 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Devi, Jaishree) ORCID (Jena, Ananta Kumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2022.2074103
Schlagwörter	Animation; Intervention; Cartoons; COVID-19; Pandemics; Attention Deficit Hyperactivity Disorder; Students with Disabilities; Cognitive Ability; Foreign Countries; Online Courses; Program Effectiveness; Preadolescents; Grade 5; Conventional Instruction; Elementary School Students; School Closing; Educational Technology; India + Suchen Sie Ihr Suchwort? Zeichentrickfilm; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Denkfähigkeit; Ausland; Online course; Online-Kurs; Pre-adolescence; Präadoleszenz; School year 05; 5. Schuljahr; Schuljahr 05; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Indien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01