Developing Self-Regulation Executive Function in Early Childhood Through Lively Arts Activities with Virtual reality Technology: An Action Research

Abstract

The objectives of this research were: (1) to study the development of executive function in self-regulation among preschool children after participating in Living Art Activities through the application of virtual reality technology using an action research process, and (2) to examine the relative developmental progress of preschool children’s self-regulation at the 50-percent developmental benchmark. Target group in this study consisted of 35 Kindergarten 1 children. The key informants included two early childhood teachers and 35 parents. The research was conducted through two action research cycles. The research tools included a self-regulation skills behavior recording form, which encompasses the ability to concentrate, control emotions, and self-assessment; and observation forms for early childhood children, teachers, and parents. Data analysis included frequency, percentage, relative developmental percentage, and descriptive analysis.

The results of developing executive function in self-regulation among preschool children after participating in “Living Art Activities” through virtual reality technology revealed that, overall, 32 children (91.43%) met the developmental criteria. Considering the relative developmental percentage above the 50% threshold, 32 children (91.43%) achieved the criterion in sustained attention, 30 children (85.71%) in emotional control, and 32 children (91.43%) in self-monitoring. The children demonstrated noticeable improvement in sustained attention by maintaining focus for longer periods and completing activities with greater continuity. They were also able to regulate their emotions more effectively and clearly reflect upon and evaluate their own actions.