Faezeh Irani; Leila Cheragh Molaee; Mahnaz Akhavan Tafti
Abstract
Abstract
The goal of this study was to develop and evaluate educational motion graphics to enhance components of executive functions in children with learning disabilities. The study used a quasi-experimental design with pre-test-post-test evaluation and a control group, and the sample population consisted ...
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Abstract
The goal of this study was to develop and evaluate educational motion graphics to enhance components of executive functions in children with learning disabilities. The study used a quasi-experimental design with pre-test-post-test evaluation and a control group, and the sample population consisted of all students aged 7-11 years with learning disorders from treatment centers in the cities of Tehran, Isfahan and Qazvin. Students were selected via a convenience sampling method and a total of 18 participants volunteered to participate in the experiment. The 9 experimental group participants and 9 control group participants were matched by age and gender. Then, the motion graphics, which were based on scientific sources and created using advanced animation software, were performed for the experimental group for 10, 45-minute sessions. Subjects were assessed using the BRIEF Executive Functions Questionnaires (2000) and the Lufi Perseverance Questionnaires (1987) as a pre-test and a test at the conclusion of the program. The results indicated that there was a significant difference between the experimental and control groups’ scores in the components of executive functions, namely attention, inhibition, planning, organization, reminders, perseverance and effort. Furthermore, it was found that utilizing educational motion graphics was an effective way to enhance executive functions in children with learning disorders.
Keywords:Motion graphics, Executive functions, Learning disorders.
