The role of digital art in treating students with functional cognitive disorders

Abstract

Background

Functional Cognitive disorders are a common neurodevelopmental disorder that negatively affects students’ learning and social skills. Digital art as an innovative therapeutic approach has aroused wide interest in the field of psychology, but its therapeutic effect in identifying functional cognitive disorders is still unclear.

Subjects and Methods

The subjects of this study were 60 middle school students diagnosed with functional cognitive disorders. They were randomly divided into two groups. One group received digital art communication therapy, and the other group received regular rehabilitation training as a control group. The treatment period was 12 weeks, three times a week. SPSS23.0 was used for data analysis, including descriptive statistics and correlation analysis before and after treatment.

Results

Results showed that students in the Digital Arts Communication group showed significant improvement in identifying functional cognitive disorders. After treatment, the average recognition accuracy of the digital art group increased from 60% before treatment to 80% after treatment. Correlation analysis results showed that there was a significant positive correlation between digital art communication and cognitive ability (r = 0.70, P< 0.05).

Conclusions

Through statistical analysis with SPSS23.0, this study identified the effectiveness of digital art communication as a therapeutic tool for improving students’ identification of functional cognitive disorders. Digital art communication therapy can enhance students’ cognitive ability and have a positive impact on the development of emotional regulation and social skills. Therefore, digital art communication has potential in the treatment of identifying functional cognitive disorders.