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| Published: March 20, 2024
Exploring the Impact of Gamified Storytelling and Virtual Reality Interventions on Enhancing Self-Regulation, Academic Performance, and Executive Functioning Skills in Individuals with ADHD
Clinical psychologist and Research Scholar, Faculty of Behavioral Sciences, Shree Guru Gobind Tricentenary University, Gurugram, Haryana. Google Scholar More about the auther
Research Scholar, Faculty of Behavioral Sciences, Shree Guru Gobind Tricentenary University, Gurugram, Haryana. Google Scholar More about the auther
DIP: 18.01.188.20241201
DOI: 10.25215/1201.188
ABSTRACT
Attention Deficit Hyperactivity Disorder (ADHD) poses significant challenges to individuals, impacting self-regulation, academic performance, and executive functioning skills. This research aimed to examine the impact of gamified storytelling and virtual reality (VR) interventions on enhancing these critical domains in individuals with ADHD. A total of 150 individuals diagnosed with ADHD, aged 8 to 18, and participated in a 10-week randomized controlled trial. Participants were divided into an intervention group (n=45) and a control group (n=45). Pretest assessments revealed baseline measurements across four key measures: Storytelling Skills Scale (SSS), Virtual Reality Experience Evaluation Scale (VREES), ADHD Self-Regulation Assessment, and Academic Performance Scale. The experimental group exhibited mean scores of 25.8 (SSS), 27.4 (VREES), 34.6 (ADHD Self-Regulation), and 30.2 (Academic Performance) before the intervention, while the control group showed mean scores of 26.7, 28.1, 36.2, and 31.5, respectively. After a 10-week intervention, post-test results indicated improvements. In the experimental group, mean scores were 28.9 (SSS), 27.4 (VREES), 34.1 (ADHD Self-Regulation), and 32.5 (Academic Performance). The control group displayed mean scores of 29.2, 28.1, 32.5, and 30.3, respectively. The findings suggest positive changes in storytelling skills, self-regulation, and academic performance, emphasizing the potential efficacy of gamified storytelling and VR interventions for individuals with ADHD.
Keywords
ADHD, Attention Deficit Hyperactivity Disorder, Gamified Storytelling, Virtual Reality, Self-Regulation, Academic Performance, Executive Functioning, Intervention
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2024, Jha, A.K. & Agarwal, A.
Received: February 20, 2024; Revision Received: March 16, 2024; Accepted: March 20, 2024
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.188.20241201
10.25215/1201.188
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Published in Volume 12, Issue 1, January-March, 2024