In the context of the lockdown area of COVID-19, animated and gag cartoon-based intervention has a significant role in promoting students' learning performance at elementary levels. ICT-based intervention on students with ADHD mostly uses in UK, USA, Greece, Iran, and Poland. Still, recent researches are conducting in India,especially in the Northeastern region, to assess its effectiveness. Based on the literature and research questions,the current study aimed to evaluate the effect of animated and gag cartoon-based e-contents intervention on experimental groups' learning performance with those in the comparison group in Silchar town, Assam. 90 students with ADHD were assigned to experimental groups and a comparison group. The experimental group I (n=30, age ranged 10.5-11.5 SD= 11) was exposed to animated cartoon based e-contents instruction, and experimental group II (n=30, age ranged 10.5-11.5 SD= 11) was assigned to gag cartoon based e-contents in Environmental studies. Simultaneously, the traditional approach was used in the comparison group (n=30, age ranged 10.5-11.5 SD= 11). The quasi-experimental design was used to examine the effect of animated and gag cartoon-based e-contents intervention on experimental groups' learning performance with those in the comparison group. It resulted in animated cartoon-based e-contents and gag cartoon-based e-content intervention that significantly affected participants' performance over the comparison group.