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@article{209307,
        author = {Arshiya Uzma and Dr. Saptarishi Sengupta},
        title = {Art-Based Cognitive and Collaborative Activities as a Context for Attention, Behavioural Regulation, and Team Dynamics Among Adolescents},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {13},
        number = {5},
        pages = {1315-1318},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=209307},
        abstract = {Adolescence involves continuing development in attention, behavioural regulation and social interaction. Educational activities that integrate visual engagement with collaboration may provide meaningful contexts for observing these processes. This qualitative exploratory observational study examined how structured art-based cognitive and collaborative activities created opportunities for attention, behavioural regulation and team dynamics to become observable among adolescents. The study involved 120 adolescent students across two workshop days: 60 students on Day 1 and a different group of 60 students on Day 2. Structured observation was the sole source of research data. Observations focused on attention and visual engagement, behavioural regulation and response to structure, communication and cooperation, leadership and role distribution, individual and shared ownership, and sustained participation. The observational material was organised thematically. Six themes emerged: attention and visual engagement; behavioural regulation and response to structure; communication and cooperation; leadership and role distribution; individual and shared ownership; and engagement and sustained participation. Day 1 included observations of greater behavioural stimulation in some groups, including excessive noise, difficulty following instructions, random paint splashing, limited planning and interference with other groups’ artwork. In the different Day 2 cohort, observations included deeper involvement in some groups, thoughtful collaboration, greater care in material use and sustained participation, with some students requesting additional time. These differences are interpreted as contextual variation rather than improvement. The study does not establish causal or therapeutic effects.},
        keywords = {adolescents, art-based activities, attention, behavioural regulation, collaboration, qualitative observation, team dynamics},
        month = {October},
        }