Exploring Indicators of Engagement in Online Learning as Applied to Adolescent Health Prevention: A Pilot Study of REAL media.

Engagement is central to the effectiveness of online health messages and the related educational programs that aim to deliver these messages to the intended audience (Li, Won, Yang et al. 2019: Lin, Hung, Kinshuk et al. 2019). Drawing from health communication and social learning theories, the Theory of Active Involvement (TAI) (Greene, 2013) posits that an online prevention program's impact depends on how engaged participants are. In practice, measuring engagement in this context has relied primarily on self-report measures (e.g., Hamutoglu, Gemikonakli, Duman et al. 2019). However, the emergence and growth of online learning platforms to deliver health-specific information offers other options for assessing engagement. This includes program analytics that capture interaction with content and facilitate examination of patterns via multiple indicators such as responses to interactive questions and time spent in the program (Herodotou, Rienties, Boroowa, et al. 2019; Li, Wong, Yang et al. 2019; van Leeuwen, 2019). However, little is known about the relationships between these different indicators of engagement as it applies to health curricula. This study uses self-report, observational, and program analytic data collected on a small (

Déclaration de conflit d'intérêts

Conflicts of Interest: Kathryn Greene, Smita Banerjee, Michael Hecht, and Michelle Miller-Day disclose intellectual property interests in the REAL media curriculum. Human rights: All procedures involving human participants were in accordance with institutional review board ethical standards and with the 1964 Helsinki declaration and its later amendments. IRB protocol approval #15–544Rc (Rutgers University). Informed Consent: Informed consent from parents and youth assent was obtained from all study participants.