MULTICULTURAL EDUCATION AND GAMES USING AUGMENTED REALITY IN ADHD
DOI:
https://doi.org/10.47820/jht.v3i1.50Keywords:
Attention Deficit Hyperactivity Disorder (ADHD), Social and Emotional Development, Augmented Reality (AR) Games, Learning, Metacognition, Ethnic Minority Children, Multicultural EducationAbstract
According to recent data, many communities worldwide are multicultural nowadays. Culture is believed to significantly impact the creation of therapy materials, practice models, assessment instruments, and client collaboration. Also, recent works address the interaction between a therapist and a client and the need to understand a child's social needs. Even with significant advancements in the development and delivery of efficient treatments for children with ADHD, ethnic minority youths and teens continue to lag behind their non-minority peers in terms of diagnosis and treatment rates. Various learning and behavioral obstacles are linked to this disorder because of cognitive and metacognitive functioning difficulties. Individuals can only fully integrate into society if these functions have been acquired. Children can acquire alternate strategies to manage their cognitive deficits and adapt to different circumstances by using internal attention to build self-awareness, self-regulation, and self-control. The quick progress of research has led to the development of several medicinal and psychological strategies for treating ADHD, which significantly help with symptom management. The goal of the current study is to gain an understanding of the various therapeutic approaches used to help children from racial and ethnic minorities who are suffering from ADHD. These approaches include games using augmented reality (AR) environments.
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