Effectiveness of technology‐based educational interventions on the empowerment related outcomes of children and young adults with cancer: A quantitative systematic review

Lim, Natalie L. Y.; Shorey, Shefaly

doi:10.1111/jan.13974

Cited by 15 publications

(13 citation statements)

References 65 publications

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“…According to the review by Baumeister et al [ 26 ], in treating mental health disorders, guidance, as a retention strategy, improved rates of completion (pooled completer rate: odds ratio 2.76, 95% CI 1.68-4.53; n=6) and the number of completed modules (pooled mean number of completed modules: standardized mean difference 0.52, 95% CI 0.37-0.067; n=7). Lim et al [ 33 ] reported on the use of lifestyle coaching as an EFI to aid DI uptake. DIs were perceived as positive, user-friendly, and acceptable.…”

Section: Resultsmentioning

confidence: 99%

“…Feedback was valued by perinatal and postpartum women and parents in neonatal intensive care units, as reported by 4 reviews [ 24 , 28 , 33 , 34 ].…”

Section: Resultsmentioning

confidence: 99%

“…In the review by Dol et al [ 28 ], parents valued a video-feedback intervention that guided them to reflect on their own successful interactions through recordings of parent-infant interaction and feedback from a video interaction guidance professional. According to Lim et al [ 33 ], many of the characteristics of DIs that postpartum women valued included feedback and goal setting. Women valued setting realistic goals through video consultation with their dietitian and tracking daily weight, exercise, and blood glucose levels in a web-based intervention, consistent with known key strategies for behavior change.…”

Section: Resultsmentioning

confidence: 99%

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Maximizing Participant Engagement, Participation, and Retention in Cohort Studies Using Digital Methods: Rapid Review to Inform the Next Generation of Very Large Birth Cohorts

Nkyekyer¹,

Clifford²,

Mensah³

et al. 2021

J Med Internet Res

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Background Many current research needs can only be addressed using very large cohorts. In such studies, traditional one-on-one phone, face-to-face, or paper-based engagement may not be feasible. The only realistic mechanism for maintaining engagement and participation at this scale is via digital methods. Given the substantial investment being made into very large birth cohort studies, evidence for optimal methods of participant engagement, participation, and retention over sustained periods without in-person contact from researchers is paramount. Objective This study aims to provide an overview of systematic reviews and meta-analyses evaluating alternative strategies for maximizing participant engagement and retention rates in large-scale studies using digital methods. Methods We used a rapid review method by searching PubMed and Ovid MEDLINE databases from January 2012 to December 2019. Studies evaluating at least 1 e-engagement, participation, or retention strategy were eligible. Articles were screened for relevance based on preset inclusion and exclusion criteria. The methodological quality of the included reviews was assessed using the AMSTAR-2 (Assessing the Methodological Quality of Systematic Reviews 2) measurement tool, and a narrative synthesis of the data was conducted. Results The literature search yielded 19 eligible reviews. Overall, 63% (n=12) of these reviews reported on the effectiveness of e-engagement or participation promotion strategies. These evaluations were generally not conducted within very large observational digital cohorts. Most of the contributing reviews included multipurpose cohort studies (with both observational and interventional elements) conducted in clinical and research settings. Email or SMS text message reminders, SMS text messages or voice notifications, and incentives were the most commonly used design features to engage and retain participants. For parental outcomes, engagement-facilitation interventions influenced uptake and behavior change, including video feedback, goal setting, and intensive human facilitation and support. Participant-stated preferences for content included new knowledge, reminders, solutions, and suggestions about health issues presented in a clear, short, and personalized way. Perinatal and postpartum women valued self-monitoring and personalized feedback. Digital reminders and multiple SMS text messages were specific strategies that were found to increase adherence to medication and clinic attendance, respectively. Conclusions This review adds to the growing literature evaluating methods to optimize engagement and participation that may apply to large-scale studies using digital methods; it is promising that most e-engagement and participation promotion strategies appear to be effective. However, these reviews canvassed relatively few strategies, suggesting that few alternative strategies have been experimentally evaluated. The reviews also revealed a dearth of experimental evidence generated within very large observational digital cohort studies, which may reflect the small number of such studies worldwide. Thus, very large studies may need to proactively build in experimental opportunities to test engagement and retention approaches to enhance the success of their own and other large digital contact studies.

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Section: Resultsmentioning

confidence: 99%

“…Feedback was valued by perinatal and postpartum women and parents in neonatal intensive care units, as reported by 4 reviews [ 24 , 28 , 33 , 34 ].…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Maximizing Participant Engagement, Participation, and Retention in Cohort Studies Using Digital Methods: Rapid Review to Inform the Next Generation of Very Large Birth Cohorts

Nkyekyer¹,

Clifford²,

Mensah³

et al. 2021

J Med Internet Res

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“…Only few studies have explored how technologies can assist children and adolescents with a long‐term illness in staying connected with their school class (Beeman & Henderson, 2012; Danske‐Patienter, 2015; Lim & Shorey, 2019; Newhart et al, 2016; Soares et al, 2017). These studies show promising trends and indicate that technologies can help children and adolescents participate in education and facilitate social interactions with classmates (Beeman & Henderson, 2012; Danske‐Patienter, 2015; Fels, Waalen, Zhai, & Weiss, 2001; Newhart et al, 2016; Soares et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school‐aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment

et al. 2020

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Aim To explore how an AV1 telepresence robot helps school‐aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design Qualitative pilot study. Methods Data were collected through semi‐structured interviews with school‐aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.

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“…The type of intervention used for the study can be classified as an educational intervention. Educational interventions are used to support students to acquire the skills and knowledge they need to access education (Lim & Shorey, 2019;Verville et al, 2020). With the rapid proliferation of technology into the education system, technology-based educational interventions have become popular (Escueta et al, 2017).…”

Section: Development Of Dlipmentioning

confidence: 99%

Contextualized game-based intervention for digital literacy for the Pacific Islands

et al. 2021

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In the digital age, advocating and improving digital literacy is a global challenge. There have been scales developed to measure individuals' digital literacy competencies; however, intervention programs have been only a few. This research paper articulates design details, validity, reliability and effectiveness of a new online modulated digital literacy intervention program (DLIP). For the development of DLIP, digital literacy is stipulated in this research as a universal framework that consists of six different literacies; media, information, technology, computer, visual, and communication literacy. An online module has been designed for each of these six literacies, and the concept of game-based learning has been used to engage the users and secure high user satisfaction. To test the reliability of the intervention, the Kuder- Richardson- 20 (KR-20) test was performed. The developed intervention was deemed to be reliable with the KR-20 value of 0.86. The construct validity was measured using the spearman’s correlation test and since the values for all the constructs were above 0.3, the DLIP was valid. The effectiveness of the DLIP was evaluated by calculating the effect size. The Cohen’s d test was used and the results show that the intervention was moderately effective. Although DLIP has been developed for the Pacific Islands it has global applicability.

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Effectiveness of technology‐based educational interventions on the empowerment related outcomes of children and young adults with cancer: A quantitative systematic review

Cited by 15 publications

References 65 publications

Maximizing Participant Engagement, Participation, and Retention in Cohort Studies Using Digital Methods: Rapid Review to Inform the Next Generation of Very Large Birth Cohorts

Maximizing Participant Engagement, Participation, and Retention in Cohort Studies Using Digital Methods: Rapid Review to Inform the Next Generation of Very Large Birth Cohorts

Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school‐aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment

Contextualized game-based intervention for digital literacy for the Pacific Islands

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