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

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.

KEYWORDS:

• Animation based intervention
• cartoon based instruction
• cognitive functioning
• COVID-19
• learning attainment
• students with ADHD

Geolocation information

The current investigation was done in three different CBSE affiliated schools located at three districts of Assam, India.

Acknowledgments

The authors would like to thank all the reviewers, the authority concerned of selected three schools and the participants who co-operatively participated during the experimentation session. This research would not have been successful without their kind support and cooperation.

Disclosure statement

The authors declared that there are no other potential conflicts of interest with respect to the research, authorship and publication of this article.

Additional information

Funding

The authors received no financial assistance for the investigation, authorship, and publication of this research paper.

Notes on contributors

Jaishree Devi

Jaishree Devi is a research scholar in the department of Education at Assam University, Silchar, India, with a research interest focus on Cognitive Science, Educational Psychology, ICT, and ADHD.

Ananta Kumar Jena

Ananta Kumar Jena is an Assistant Professor in the Department of Education at Assam University, Silchar, India. His research area focuses on the Cognitive Science and E-Learning and Science Education.