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Updated: Jan 23, 2026

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通过AR数字图书增强ADHD儿童的注意力和情绪调节:一个结构方程建模方法
Rongming Yang1, Weibo Sun2, Xinwei Liu1
1Graduate School of Global Convergence, Kangwon National University, Chuncheon, Republic of Korea.
Frontiers in psychology
|January 22, 2026
概括
增强现实 (AR) 数字图书书显示有望改善注意力和情绪调节在儿童注意力缺陷多动性障碍 (ADHD). 这种干预增强了学习动机和行为结果,为特殊教育提供了洞察力.
科学领域:
- 教育技术的教育技术
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 注意缺陷多动症 (ADHD) 在注意力和情绪调节方面存在挑战.
- 增强现实 (AR) 提供了吸引教育干预的潜力.
- 自决理论和情绪调节框架指导着对动机和情绪过程的理解.
研究的目的:
- 为了研究AR数字图画书对ADHD儿童的有效性.
- 检查学习动机和注意力集中的调解作用.
- 探索认知负载对AR干预影响的缓解作用.
主要方法:
- 一个为期2周的AR图书干预40名儿童 (20个ADHD,20个典型的发展).
- 通过学生,教师和家长评分收集的定量数据.
- 统计分析包括t测试,MANOVA,PLS-SEM和PLS-MGA等.
主要成果:
- 在ADHD儿童中,AR图书对学习动机,注意力集中和情绪调节产生了积极的影响.
- 学习动机和注意力显著调解了AR和情绪调节之间的关系.
- 认知负载负面调节了注意力-情绪路径,观察到群体差异.
结论:
- 增强现象数字图书是提高ADHD儿童注意力和情绪调节的有效工具.
- 研究结果支持基于AR的多感官设计,用于特殊教育.
- 个性化的认知适应性教学设计对于包容性学习环境至关重要.
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