Enhancing attention and emotion regulation in children with ADHD through AR digital picture books: a structural equation modeling approach

TL;DR

This study shows that AR picture books can help children with ADHD improve attention and emotional regulation through interactive learning.

Contribution

The study introduces a structural model linking AR motivation to behavioral improvement in ADHD children using empirical data and PLS-SEM analysis.

Findings

AR picture books improved learning motivation, attention, and emotional regulation in children with ADHD.

Learning motivation and attention acted as key mediators between AR experiences and emotional regulation outcomes.

Cognitive load negatively affected the attentional-emotional pathway differently in ADHD and non-ADHD children.

Abstract

This study investigates the effectiveness of augmented reality (AR) digital picture books in improving attention and emotional regulation among children with Attention Deficit Hyperactivity Disorder (ADHD). Grounded in self-determination theory and emotion regulation frameworks, a five-variable structural model was constructed: AR motivation → learning motivation → attentional focus → emotional regulation → behavioral improvement. Cognitive load and its interaction effects were introduced as moderating variables. Forty children aged 9–11, including 20 diagnosed with ADHD and 20 typically developing children, participated in a 2-week AR picture book intervention. Quantitative data were collected via student-, teacher-, and parent-rated instruments. T-tests, MANOVA, partial least squares structural equation modeling (PLS-SEM), and multigroup analysis (PLS-MGA) were used for statistical analysis. The results indicated that AR picture books showed potential to improve learning motivation, attentional focus, and emotional regulation among ADHD children, ultimately enhancing behavioral outcomes. Learning motivation and attention served as significant mediators between AR experiences and emotion regulation. Cognitive load exhibited a negative moderating effect on the attentional-emotional pathway, with divergent patterns observed between ADHD and non-ADHD groups. These findings provide empirical support for the application of AR-based multisensory interaction design in special education interventions and offer practical insights into personalized cognitive-adaptive instructional design for inclusive learning environments.

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