Trial reportJMIR formative research2025
Video- Versus Text-Based Psychoeducation in Web-Based E-Mental Health Programs: Randomized Controlled Trial.
Trial report in JMIR formative research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
4 authors.
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Abstract
backgroundMental health disorders affect 1 in 8 people worldwide, yet many face barriers to accessing care. E-mental health interventions, including self-guided internet-based programs, offer promising solutions. However, the mechanisms driving knowledge gain in such programs remain poorly understood. The role of medium, topic, sequence, and confidence and their interaction in learning outcomes need further investigation. Additionally, the influence of knowledge gaps on the outcome of psychoeducational intervention is not well understood (eg, whether psychoeducation requires an existing knowledge gap to be effective).
objectiveThis randomized controlled trial investigated the role of medium, topic, sequence, and participants' initial knowledge levels on knowledge gain and confidence in fully automated self-guided e-mental health psychoeducation.
methodsA total of 158 adults (mean age 34, SD 12.4 years; n=118, 74.7% female) were randomized to 8 experimental conditions (receiving video, texts, or both containing psychoeducational content on sleep or social competence; n=142) or a control group (neutral video; n=16). The fully automated interventions (videos) were developed for use in web-based e-mental health interventions. They address transdiagnostic symptoms and hence are relevant across various disorders. To assess the added value of video production for knowledge gain, text-based scripts corresponding to the video content were created and compared. All interventions and outcome assessments were delivered on the web via Qualtrics without face-to-face components. Pre- and postintervention knowledge was assessed using a validated 30-item knowledge test (true/false). Confidence in responses was rated on a 0% to 100% scale. Statistical analyses included 3-way ANOVA and multivariate ANOVA.
resultsKnowledge significantly increased across experimental groups (F
conclusionsBoth video and text formats effectively facilitated knowledge gain in e-mental health interventions, with no clear advantage of one medium over the other. Participants with prior deficits learned more in areas where they initially lacked knowledge. Confidence in correct answers increased alongside knowledge, highlighting psychoeducation's role in promoting self-efficacy. Future research should explore multimedia integration to enhance adherence and symptom improvement.
trial registrationGerman Clinical Trials Register DRKS00026722; https://drks.de/search/en/trial/DRKS00026722.
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