Impact of kineasthetic gamification on disruptive behaviour among children with attention deficit disorder/attention deficit hyperactive disorder (ADD/ADHD) in primary school learning disabilities programme
KESAN KG (KINEASTHETIC, GAMIFICATION) TERHADAP TINGKAH LAKU DISRUPTIF DALAM KALANGAN KANAK-KANAK (ADD/ADHD) SEKOLAH RENDAH MASALAH PEMBELAJARAN
Abstract
Kajian ini bertujuan meninjau samaada pergerakan gamifikasi atau kinaesthetic gamification (KG) boleh bantu mengurangkan masalah tingkah laku disruptif dalam kalangan kanak-kanak masalah pembelajaran (ADD/ADHD) sekolah rendah. Kajian berbentuk kuantitatif menggunakan kaedah tinjauan melalui soal selidik, temu bual dan pemerhatian dijalankan di Perak, Selangor dan Melaka. Persampelan bertujuan (purposive sampling) terdiri daripada 30 orang murid ADHD dan 30 orang guru pendidikan khas. Instrumen kajian terdiri daripada dua set soal selidik (murid ADHD dan guru), jadual pemerhatian dan temu bual berstruktur. KG ditadbir selama empat minggu. Dapatan kajian menunjukkan guru menangani masalah tingkah laku disruptif melalui pensyoran ubat-ubatan oleh ibu bapa murid dan pemberian token ekonomi. Hasil dapatan melalui pemerhatian menunjukkan tingkah laku disruptif berkurangan selepas menerima intervensi. Walau bagaimanapun, hasil analisis korelasi Pearson menunjukkan tidak terdapat hubungan signifikan antara emosi dengan masalah tingkah laku disruptif. Kesimpulannya, penggunaan teknik KG bagi mengurangkan masalah tingkah laku disruptif dalam kalangan murid di sekolah rendah yang mengalami masalah ADD/ADHD boleh dipertimbangkan oleh guru.
[The aim of this research is to find out if gamification movement or kinaesthetic gamification (KG) can help to reduce disruptive behaviour among children with learning disabilities with ADD/ADHD in primary school. Quantitative research approach using survey method through questionnaire instrument, interview and observation was conducted in Perak, Selangor and Malacca. A purposive sampling of 30 pupils with ADHD and 30 special education teachers were involved. The instrument consisted of two sets of questionnaire (for pupils with ADHD and teachers), observation schedule and structured interview. KG was administered for four weeks. Findings indicated teachers are able to overcome disruptive behaviour as pupils take medication and teachers use token economy. Observational findings indicated disruptive behaviour reduced after receiving KG intervention. However, Pearson correlation analysis indicated no significance between emotion and disruptive behaviour. In conclusion, using KG technique to reduce disruptive behaviour among pupils in primary school with ADD/ADHD can be considered by teachers.]
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