Intelligent teaching innovation of film and television media on mental health of patients with attention deficit under educational psychology

Abstract

BackgroundAttention deficit is the most common chronic neurodevelopmental disorder in adolescents, mainly characterized by inattention and short attention time, hyperactivity and impulsivity that are not commensurate with age and developmental level. With the rapid development of electronic media, intelligent media teaching is gradually popularized, and the time for teenagers to contact film and television media is becoming longer. This study explores the impact of intelligent media teaching on the mental health of patients with attention deficit.Subjects and MethodsA total of 500 adolescent patients with attention deficit were selected as experimental subjects, and the same number of experimental and control groups were set up. Both the experimental group and the control group were subjected to a questionnaire survey with the Attention Deficit Hyperactivity Disorder rating scales (Swanson, Nolan and Pelham-IV Rating Scales (SNAP-IV) before and after the experiment. During the 4-month experiment, the control group received routine intervention. The experimental group received intelligent media education in addition to conventional intervention.ResultsAfter the experiment, compared with before the experiment, the scores of SNAP-IV factors had different degrees of change, and the mental health level of all factors tested in the experimental group had different degrees of reduction. The scores of sensitivity, specificity, hyperactivity and impulsivity were significantly different before and after the experiment (P<0.01).ConclusionsLong-term exposure to intelligent film and television media education will aggravate ADHD symptoms, which is not conducive to the healthy development of adolescents.