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Effect of Web-Based and Software-Based Educational Intervention on Stages of Behavior Change of Students' Physical Activity Publisher



Sabooteh S1 ; Feizi A2 ; Shekarchizadeh P3 ; Shahnazi H1 ; Mostafavi F1
Authors
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Authors Affiliations
  1. 1. Department of Health Education and Promotion, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran
  2. 2. Department of Biostatistics and Epidemiology, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran
  3. 3. Department of General Courses, School of Management and Medical Information Sciences, Isfahan University of Medical Sciences, Isfahan, Iran

Source: Journal of Education and Health Promotion Published:2020


Abstract

Introduction: The present study aims at designing and evaluating the effect of new educational media-based educational intervention on students' stages of behavior change of physical activity. SUBJECTS AND METHODS: In the present interventional study, 225 students of medical sciences university were assigned into two experimental and one control groups using proportional stratified random sampling, where web-based and software-based educational interventions were used. Data were collected using International Physical Activity Questionnaire, Marcus's stages of change scales, and a self-made questionnaire including constructs of barriers, benefits, and self-efficacy. Evaluation was conducted through pretest and posttest and immediate and 2 and 6 months of follow-ups after the intervention. Data were analyzed by SPSS software using descriptive statistics and Chi-square, Friedman, one-way ANOVA, and ANOVA with repeated measure. Results: Based on the results, there was no significant difference between the experimental and control groups before the intervention (P = 0.37); however, immediately and 2 and 6 months after the intervention, there was a significant difference between the experimental and control groups in terms of stages of change (P < 0.001). Furthermore, in the experimental group, the educational intervention led to improvement of individuals in the stages of change of physical activity. At 6-month follow-up, 75.4% of the software group and 60.6% of the web group achieved the maintenance stage. Conclusion: The results suggest that designing intervention based on people's level of preparation for changing behavior and using new educational methods such as web and software were effective on individuals' progress in different stages of change of physical activity behavior and physical activity rate. © 2021 BMJ Publishing Group. All rights reserved.
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