Digital Game Design with the ARCS Model to enhance Concentration for Attention Deficit Hyperactivity Disorder (ADHD) Children

Journal article

Authors/Editors

Strategic Research Themes

digital learning (Future Learning)

Publication Details

Author list: Akaramanee Raveesaengsoon, Sutiwat Supaluk, Sakesun Yampinij

Publisher: มหาวิทยาลัยมหาสารคาม

Publication year: 2024

Journal acronym: JOE-MSU

Volume number: 20

Issue number: 2

Start page: 1

End page: 20

Number of pages: 20

ISSN: 3027-6268

eISSN: 3027-6268

URL: https://so09.tci-thaijo.org/index.php/JOEMSU/article/view/3436

Languages: Thai (TH)

Abstract

This research aimed to investigate the design principles of digital games utilizing the ARCS model (Attention, Relevance, Confidence, and Satisfaction) to enhance attention in children with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD, characterized by an inability to inhibit themselves, restlessness, and a lack of sustained attention, can benefit from learning stimulation through interactive game play. Therefore, this qualitative research delved into the design of digital games using the ARCS model to ensure effectiveness and appropriateness for children with ADHD. Thirteen participants, comprising experts in ADHD, educational technology, game design and development, as well as children with ADHD, were selected through purposive sampling. Descriptive statistics analysis was employed to analyze the data gathered from in-depth interviews. The research results yielded design guidelines for digital games integrated with the ARCS model, encompassing content selection, game format, storyline development, duration, graphic design, typography, color tones, sound effects, and interactive screen design. Furthermore, instructional design principles were applied, progressing from easy to difficult levels, with appropriately reinforced motivation. The outcomes of this research, in line with the aforementioned principles, provide guidance for the effective design of digital games that stimulate learning and motivation in children with ADHD. These findings served as a foundation for designing instructional media to enhance the attention in children with ADHD in future applications.

Keywords

เกมการเรียนรู้ (Game), เด็กสมาธิสั้น, ทฤษฎีแบบจำลองของ อาร์ค ARCS