ArticleScientific reports2025
Father-inclusive chatbot-based prenatal education during COVID-19 pandemic enhances maternal-fetal attachment in Korean primigravida women across levels of partner support.
Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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4 authors.
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Abstract
This study investigated whether a mobile chatbot-delivered intervention for prenatal education could enhance maternal-fetal attachment (MFA) among pregnant women with different levels of spousal support. In a quasi-experimental study conducted in January 2021, sixty volunteers who met all the eligibility criteria were enrolled: legally married, pregnant women aged 19 to 49 years, primigravida women from 21 to 32 weeks of gestation, and those in need of prenatal education. After completing a pre-questionnaire on pregnancy status, perception of prenatal education, and partner support, the women were asked to sequentially perform the given six tasks via a chatbot for two weeks, and then they filled out a post-questionnaire after completing the tasks. Both affective and cognitive-behavioral MFA outcomes were repeatedly measured before and after the intervention. The chatbot intervention enhanced affective MFA by increasing the intensity of prenatal education regardless of spousal support levels (p = .03): (1) low (n = 29; pre vs. post: p < .0042) and (2) high (n = 31; pre vs. post: p < .0042). In terms of cognitive-behavioral MFA, active paternal involvement in the chatbot-assisted baby talk helped women with low spousal support to differentiate themselves from the fetus (p = .02; pre vs. post: p < .0042) and to attribute characteristics and intention to the fetus (p = .011; pre vs. post: p < .0042), eliciting positive affect. This new mobile chatbot successfully served as a guide for pregnant couples starting prenatal education for the first time.
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