Evaluating a Website on Learning Disorders for Parents and Learning Therapists: Observational Mixed Methods Study
Notice bibliographique
Résumé
Background Between 5% and 15% of children worldwide have a specific learning disorder. This creates a substantial demand for information among both parents and professionals. LONDI (londi.de) is a German-language website that (1) provides evidence-based information on learning disorders and (2) offers a tool to search for relevant diagnostics and intervention measures for professionals (Help System). This paper reports the results of an evaluation study of the website. Objective The aim of the study was to (1) evaluate the website and (2) inform existing theories on technology acceptance and user satisfaction. The study was conducted using the RE-AIM framework for evaluating public health impact and the information system continuance intention framework. Methods This mixed methods observational study was conducted online from February 2023 to August 2023 in Germany. Parents of children with learning difficulties and learning therapists participated in a 1.5-hour online session in which they were guided through the website. A pre-post design was used to assess changes in participants’ knowledge, attitudes, and self-efficacy. Additionally, two path models assessing the predicting factors of the intention to further use (ie, continuance intention) and the intention to recommend the website were tested. The first model was based on the widely used information system continuance intention framework and tested expectations confirmation, perceived usefulness, and website satisfaction as predictors of the continuance intention and the intention to recommend the website. The second model focused on usability, content perception, visual aesthetics, and satisfaction as predictors of the same outcome variables. Results A total of 77 parents and 73 learning therapists participated in the study. In the sample of learning therapists, age correlated negatively with usability opinion and website satisfaction. A 2-tailed t test revealed a significant increase in knowledge about learning disorders in both groups (parents: t76=12.02, P<.001; learning therapists: t71=7.03, P<.001). There was no change in attitudes and self-efficacy in parents (F1,76=2.04, P=.14; Wilks lambda=0.95), but there was a significant change for learning therapists (F1,68=15.83, P<.001; Wilks lambda=0.68) after using the website. A path analysis revealed that the intention to recommend the website can be included as an additional variable in the information system continuance intention framework. For the informational pages, content perception and visual aesthetics significantly predicted website satisfaction (R2=0.59, F3,143=69.06, P<.001), and content perception significantly predicted continuance intention (R2=0.45, F3,143=39.74, P<.001). For the Help System, usability was the only significant predictor of website satisfaction (R2=0.45, F2,67=28.16, P<.001), continuance intention (R2=0.34, F1,68=34.57, P<.001), and intention to recommend (R2=0.21, F1,68=19.02, P<.001). Conclusions The website has been evaluated positively and has proven useful for the target audience. Predictors of website acceptance and further use are contextual and depend on the website type.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,009 | 0,014 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».