Animation based online instructional sessions were organised for enhancing learning attainment and cognitive functioning skills for children diagnosed with ADHD symptoms. The study aimed to examine the effectiveness of animation-based instruction for the empowerment of learning attainment in relation to the cognitive functioning in students with ADHD during COVID-19 crisis. Quasi-experimental design was done on students with ADHD (n = 75, 11-12 years) from three different schools of Assam, India. The mean performance of animated cartoon-based instruction and static cartoon-based instruction was found better over the comparison group. Moreover, the ANCOVA result reveals a significant effect of animation and static cartoon-based intervention in learning attainment and cognitive functioning of the participants. Overall, the animation-based instructional approach was particularly effective in favouring development of memory and reasoning capacity in participants. Results demonstrated that as the study used small sample size and lacked proper observation effect, thereby more research is required to come to conclusion about the application of animation-based intervention at different levels of education.