ArticleJournal of medical Internet research2025
Effectiveness of an Interactive Digital Intervention Program on Knowledge, Health Literacy, and Learner Engagement in Senior High School Students: Intragroup and Intergroup Comparison of 2 Teaching Models.
Article in Journal of medical Internet research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
3 citing papers in PubMed.
- Interventions to promote critical health literacy: a scoping review.Health promotion international · 2026Article
- A community-based intervention using a board game to improve traffic safety behaviors among older adults: a quasi-experimental study.BMC geriatrics · 2026Article
- Promoting health equity through health literacy interventions in educational institutions: a scoping review.Frontiers in public health · 2026Article
Corrections and comments
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Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAdolescent substance use remains a critical and persistent public health concern worldwide. The initiation of drug use during adolescence is often associated with long-term negative health, social, and academic outcomes. As structured environments where young people spend a large portion of their time, schools are in a unique position to implement early prevention strategies to effectively address this issue. In recent years, digital technologies have emerged as promising tools for delivering health education in engaging and scalable ways.
objectiveThis study aimed to develop and evaluate an interactive digital intervention (IDI) program designed to improve high school students' knowledge related to illegal drugs, enhance their health literacy, and promote greater learner engagement. Specifically, the study sought to compare the outcomes of a digital teaching model with those of traditional textbook-based instruction.
methodsA quasi-experimental, pre-post design was adopted involving 768 senior high school students aged between 16 and 18 years from 9 randomly selected schools. The schools were assigned to either the IDI group (n=379, 49.3%) or the traditional didactic (TD) group (n=389, 50.7%). The IDI group received a 6-unit web-based substance use prevention program with interactive features such as videos, quizzes, and scenario-based discussions. The TD group received conventional classroom instruction using standard textbooks. After accounting for student attrition and absences, 651 students remained for final analysis (IDI: n=305, 46.9%; TD: n=346, 53.1%). Paired t tests and generalized estimating equations (GEEs) were used to assess within- and between-group differences, adjusting for age and gender.
resultsAn intragroup comparison revealed that the IDI group had significantly greater improvements in the following variables: knowledge (t
conclusionsOur findings support the potential of IDIs for improving knowledge, health literacy, and engagement among high school students. Compared to traditional instruction, digital programs may provide a more engaging and impactful method for substance use prevention in educational settings. However, the intervention did not significantly improve all targeted outcomes, such as refusal skills and perceived harmfulness, suggesting the need for refined targeting and longer implementation periods. Further studies may explore the long-term behavioral outcomes and the scalability of such interventions.
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