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Empowering Bladder Health Education for Children: Integrating Situated Learning Theory and the ARCS Model in Online
Introduction:
Urotherapy, including behavior modification education, improves pediatrics lower urinary tract symptoms, but access remains limited due to a lack of publicly available, evidence-based programs. We developed Bladder Basics, a self-paced online bladder health education program and examined its instructional design and acceptability.
Methods:
Informed by Situated Learning Theory and the ARCS Model, Bladder Basics teaches key bladder health practices to promote behavior changes in an authentic, engaging way. 70 children ages 5-10 years with bladder symptoms and their parents watched Bladder Basics over four weeks, then completed online surveys and open-ended questions.
Results:
Bladder Basics was well-accepted and demonstrated high motivational appeal. Participants reported positive attitudes, strong engagement, and interest in expanded content. Parents observed increased child engagement and self-efficacy in adopting bladder health-promoting behaviors.
Conclusion:
Integrating the two theoretical frameworks supports authentic, engaging bladder health education, enhancing motivation and acceptability, and potentially promoting healthy behavior adoption.
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