137. Analysis of the impact of digital ink-wash animation learning activities integrating psychological theories on students with bipolar disorder

Abstract Background Students with Bipolar Disorder (BD) often encounter problems such as severe mood swings, impaired social functions, and poor adaptability to life. Traditional interventions mostly focus on drug treatment and single psychological counseling, lacking interest and participation, and are difficult to maintain long-term effects. Digital ink-wash animation combines artistic appeal and interactivity. After integrating psychological theories such as cognitive behavioral therapy and mindfulness-based stress reduction, it can regulate emotions and enhance psychological resilience through immersive learning. Existing studies have not explored the intervention effects of such integrative activities on BD students. Therefore, this research aims to analyze their impacts on BD students’ emotional stability, social functions, and quality of life, providing a basis for formulating personalized psychological intervention plans. Methods A total of 90 students with mild to moderate BD diagnosed by the psychiatry department were selected for the study and divided into the combination group, the single animation learning group and the control group according to the intervention methods, with 30 students in each group. The combined group participated in the learning of digital ink-wash animation integrating psychological theories (including emotional regulation guidance and mindfulness creation practice), the single group only participated in the learning of digital ink-wash animation skills, and the control group maintained conventional intervention. The intervention period was 3 months. The Emotional Stability Inventory (ESI) and the Social Functioning Scale were adopted respectively at baseline and 3 months later. The SFS was evaluated by the Short Form 36 Health Survey (SF-36). The data were expressed as Mean ± Standard Deviation (SD), and the independent sample t-test was used for comparison between groups. Results At baseline, there was no significant difference in the ESI, SFS, and SF-36 scores among the three groups (p>.05). After 3 months of intervention, the ESI score of the combination group decreased from 68.5 ± 7.3 to 42.3 ± 6.1 (p<.001), which was significantly lower than that of the single group (56.7 ± 6.8) and the control group (65.2 ± 7.1) (p<.001). The SFS score of the combination group increased from 52.6 ± 6.5 to 78.4 ± 5.9 (p<.001), and the SF-36 score increased from 53.8 ± 6.2 to 79.3 ± 5.7 (p<.001), both significantly higher than those of the two control groups (p<.01). The results show that the digital ink-wash animation learning activity integrating psychological theories has the best effect in stabilizing emotions, improving social functions and the quality of life. Discussion The research results show that the digital ink-wash animation learning activity integrating psychological theories can more significantly improve the psychological state of BD students, and its synergistic effect is superior to that of a single intervention mode. This activity, through the combination of artistic expression and psychological intervention, provides BD students with an interesting and sustainable intervention path. In the future, the sample size can be expanded and the tracking period extended to explore suitable solutions for BD students of different age groups, optimize the activity content and implementation model, and enhance the pertinence and effectiveness of the intervention.