A Research Agenda to Apply a User-as-Learner Perspective to Digital Health Interventions

Area of Science:

• Digital Health
• Eating Disorder Treatment
• Behavioral Science

Background:

• Digital health interventions (DHIs) show potential for improving eating disorder symptoms.
• However, DHIs frequently face challenges with user engagement and high dropout rates.
• Existing predictors for DHI success are often inconsistent and lack robust evidence.

Purpose of the Study:

• To propose a novel framework for understanding DHI success by focusing on user learning dynamics.
• To introduce the "user-as-learner" perspective for DHI engagement and efficacy.
• To guide future research and development of DHIs for eating disorders.

Main Methods:

• Literature review and synthesis of existing evidence on DHIs for eating disorders.
• Theoretical framework development based on learning science principles.
• Analysis of preliminary findings supporting the proposed user-as-learner model.

Main Results:

• Knowledge acquisition in DHIs does not automatically translate to user understanding or application.
• Effective learning principles from other contexts may be applicable to DHI engagement.
• Learner characteristics crucial for DHI success may not be uniformly present in users.

Conclusions:

• A paradigm shift towards a "user-as-learner" approach is needed for DHI design.
• Prioritizing learning dynamics and learner capability can enhance DHI engagement and outcomes.
• Future research should investigate learning-specific predictors to optimize DHIs for eating disorders.