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<p>Anemia is a major global health issue, especially in developing countries. This study developed and tested an edutainment app for anemia prevention, assuming that mHealth interventions, particularly interactive media, can boost iron supplement compliance and improve education. Also, this study aimed to compare the impacts of edutainment-based education delivered through web applications versus mobile applications on anemia prevention. The study, carried out in two phases, first developed the application using a waterfall model, with content validated by 10 specialists. The app included modules on blood, anemia, and a self-assessment. Alpha and beta testing confirmed its simplicity and usability. Following this, a quasi-experimental trial assessed the app’s impact on self-care knowledge and anemia symptoms. A total of 161 literate adult smartphone users were non-randomly assigned to a web application group, an Android app group, or a pamphlet group. Participants with incomplete data were excluded. The single-blind study assessed self-care knowledge and anemia symptoms before and one month after the intervention. The participants comprised 106 women (65.8%) and 55 men (34.2%), with a mean age of 33.20&#xa0;years (SD = 12.35). Paired t-tests showed significant improvements in self-care knowledge across all groups (<i>p</i> &lt; 0.001). Wilcoxon signed-rank tests showed a significant difference in fatigue, dizziness, headache, and dietary supplement intake (<i>p</i> &lt; 0.05) after the intervention. However, changes in headache and cold extremities were not significant in the pamphlet group (<i>p</i> &gt; 0.05). One-way ANOVA showed no significant baseline differences in self-care knowledge (<i>p</i> = 0.84), but post-intervention scores differed significantly among the groups (<i>p</i> = 0.025). Kruskal–Wallis tests showed no significant differences in anemia symptoms among the groups (<i>p</i> &gt; 0.05). A study has shown that education improves knowledge/symptom recognition, regardless of the delivery method. Learner preference (including mobile apps) likely drove consistent outcomes, emphasizing autonomy’s impact. The appeal of mobile education suggests that practical apps are valuable, even for older adults. Learner-centered approaches are supported; choice honors differences and may boost learning. Future research should investigate age-related preferences for application type.</p>

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Comparative impact of edutainment education via web application and mobile application on anemia prevention

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月4日

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  • Raziyeh Ghafouri,
  • Zahra Azizi,
  • Sara Moradi,
  • Mahboubeh Nazari

摘要

Anemia is a major global health issue, especially in developing countries. This study developed and tested an edutainment app for anemia prevention, assuming that mHealth interventions, particularly interactive media, can boost iron supplement compliance and improve education. Also, this study aimed to compare the impacts of edutainment-based education delivered through web applications versus mobile applications on anemia prevention. The study, carried out in two phases, first developed the application using a waterfall model, with content validated by 10 specialists. The app included modules on blood, anemia, and a self-assessment. Alpha and beta testing confirmed its simplicity and usability. Following this, a quasi-experimental trial assessed the app’s impact on self-care knowledge and anemia symptoms. A total of 161 literate adult smartphone users were non-randomly assigned to a web application group, an Android app group, or a pamphlet group. Participants with incomplete data were excluded. The single-blind study assessed self-care knowledge and anemia symptoms before and one month after the intervention. The participants comprised 106 women (65.8%) and 55 men (34.2%), with a mean age of 33.20 years (SD = 12.35). Paired t-tests showed significant improvements in self-care knowledge across all groups (p < 0.001). Wilcoxon signed-rank tests showed a significant difference in fatigue, dizziness, headache, and dietary supplement intake (p < 0.05) after the intervention. However, changes in headache and cold extremities were not significant in the pamphlet group (p > 0.05). One-way ANOVA showed no significant baseline differences in self-care knowledge (p = 0.84), but post-intervention scores differed significantly among the groups (p = 0.025). Kruskal–Wallis tests showed no significant differences in anemia symptoms among the groups (p > 0.05). A study has shown that education improves knowledge/symptom recognition, regardless of the delivery method. Learner preference (including mobile apps) likely drove consistent outcomes, emphasizing autonomy’s impact. The appeal of mobile education suggests that practical apps are valuable, even for older adults. Learner-centered approaches are supported; choice honors differences and may boost learning. Future research should investigate age-related preferences for application type.