Exploring the Impact of Gamified Storytelling and Virtual Reality Interventions on Enhancing Self-Regulation, Academic Performance, and Executive Functioning Skills in Individuals with ADHD

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.