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Qualitative evaluation of interactive features in HOT (Healthy Outcomes for Teens) Project website (262.4)
Author(s) -
Muzaffar Henna,
ChapmanNovakofski Karen,
Castelli Darla
Publication year - 2014
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.28.1_supplement.262.4
Subject(s) - preference , pace , psychology , the internet , intervention (counseling) , reading (process) , psychological intervention , focus group , population , applied psychology , medical education , computer science , world wide web , medicine , linguistics , philosophy , business , environmental health , geodesy , marketing , psychiatry , economics , microeconomics , geography
The objective was to identify the adolescents’ perceived usefulness of incorporating different interactive features; and also to assess any gender differences for preference of interactive features on the intervention website. An iterative process developed the questions focused on internet use, ease of using the intervention site, general content/language, preference for interactive features and reading. Nine focus groups (19 boys, 18 girls) were conducted and the data was analyzed using content analysis, inductive development, and negative case analysis. Majority (81%) thought website was easy to use (wording, information and navigation); 19% thought some words were complex. Preference of the interactive features was videos (68%), games (62%), pictures (41%) and voiceovers (20%). Majority (70%) thought nothing was distracting. Four themes emerged: 1) ‘preference for computer over classical classroom’ with subcategories familiarity, fun, and learn at your own pace ; 2) ‘reinforcements’; 3) ‘distractions’; 4) ‘gender evaluations’. Conclusion: Internet based interventions were perceived more favorably by the adolescent population than traditional classroom instruction. The majority of the interactive features were perceived as reinforcements except Google maps and seeing rating of friends. Future work should evaluate concepts learned more fully when interactive features included. Grant Funding Source : Funding: American Dietetic Association, National Soybean Laboratory, University of Illinois Extensio