3D immersive scaffolding game for enhancing Mandarin learning in children with ADHD

Abstract

This study aimed to create a game as scaffolding in 3D virtual worlds to enhance linguistic communication skills (LCS) in children with attention deficit hyperactivity disorder (ADHD). Two ADHD children participated in the 17-week study. In 8 of the 17 weeks of the study, they logged in 3D virtual worlds to learn LCS through play twice a week, one hour every time. Before, after, and five weeks after the 8-week treatment, both children took the receptive and expressive vocabulary test (REVT). The REVT scores and their learning processes were recorded and analyzed. Both children’s opinions on the learning activities in the VR environment were obtained through interviews after the treatment. The results showed that both ADHD children made a great improvement in LCS and learning behavior. They enjoyed the learning activities with high motivation. Limitations and suggestions for future research are also provided.

Keywords

• attention deficit hyperactivity disorder (adhd)
• language impairment
• 3d immersive game
• scaffolding
• mandarin
• metaverse