Evaluation of the Naturalistic User Experience of the Website "ich Bin Alles @Schule" (i Am Everything @school)

Official title

Evaluation of the Naturalistic User Experience of the Website "ich Bin Alles @Schule" (i Am Everything @school) - an Information Platform for Educational Professionals on Depression and Mental Health in Childhood and Adolescence

Overview

The aim of this study is to investigate the naturalistic user experience and acceptance of the German website "ich bin alles @Schule". This website for educational professionals offers information on depression and mental health of pupils. Another aim of this study is to determine whether the desired target groups of the website can be reached.

Detailed description

Depressive disorders are among the most common psychiatric disorders in childhood and adolescence and yet often are unnoticed and not treated for a long time. Depressive disorders often begin in adolescence and young adulthood. School stress, caused by bullying experiences at school or high performance expectations from parents and teachers, has been identified as an important factor in the development of depressive disorders in students. School, as a central area of life for children and young people, is an important place for promoting pupils' mental health. The rising prevalence of depressive disorders among adolescence in recent years and the delayed start of interventions show a clear need for action in the everyday lives of adolescents. The Department of Child and Adolescent Psychiatry of the Hospital of the LMU Munich and the Beisheim Foundation launched the innovative digital information portal "Ich bin alles @Schule" (i am everything @school; www.schule.ich-bin-alles.de) in November 2023. "ich bin alles @Schule" is a German information platform that was developed for educational professionals and aims to provide low-threshold information about depression and mental health in the school context.

Due to the high relevance of comprehensively evaluating web-based information services on mental health and mental illness, the aim of this study is to use established methods to learn more about the visitors of "ich bin alles @Schule" and their user experience.

The aim of the study is a scientific evaluation of the naturalistic user experience of "Ich bin alles @Schule" users. For this purpose, an online questionnaire and the website analysis tool "Matomo" is applied. The study is intended to provide clues as to whether the "ich bin alles @Schule" information platform is a useful and trustworthy source of information for the target group. The information obtained is of central importance for potential adaptations and optimizations of the website. Another aim of this study is to determine whether we can actually reach the desired target group with our website. The results of the data collection also provide an important basis for future approaches aimed at school professionals about mental health issues and mental illness in a way that is appropriate for the target group.

Interventions

• Device "ich bin alles @Schule" (i am everything @school; www.schule.ich-bin-alles.de)
  The web-based information platform for educational professionals "ich bin alles @Schule" (i am everything @school; www.schule.ich-bin-alles.de) on depression and mental health in childhood and adolescence was developed by the Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy at the LMU Munich Hospital together with the Prof. Otto Beisheim Foundation. The website is intended to provide low-threshold information about depression and mental health in the school context

Primary outcome measures

• The characteristics of the people who are interested in "ich bin alles @Schule" (i.e. the users) [Time frame: 40 seconds after Website-use]
• Perception of the users of website content [Time frame: 40 seconds after Website-use]
• Perceived Website Usability [Time frame: 40 seconds after Website-use]
• Visual Aesthetics of Website [Time frame: 40 seconds after Website-use]
• Intention to revisit the website [Time frame: 40 seconds after Website-use]
• Overall impression [Time frame: 40 seconds after Website-use]

Secondary outcome measures (5)

• Specific data collected for "ich bin alles @Schule" with Matomo [Time frame: two years (from website launch until anticipated stuy completion)]
• Specific data collected for "ich bin alles @Schule" with Matomo [Time frame: two years (from website launch until anticipated stuy completion)]
• Specific data collected for "ich bin alles @Schule" with Matomo [Time frame: two years (from website launch until anticipated stuy completion)]
• Specific data collected for "ich bin alles @Schule" with Matomo [Time frame: two years (from website launch until anticipated stuy completion)]
• Specific data collected for "ich bin alles @Schule" with Matomo [Time frame: two years (from website launch until anticipated stuy completion)]

Eligibility criteria

Inclusion criteria

• 40 seconds Website-use

Exclusion criteria

\-

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: Yes

Study design

Observational model

Other

Study locations

Germany · 1 center

• LMU University Hospital (recruitment is conducted online) — Munich

Publications

• Coppens E, Van Audenhove C, Iddi S, Arensman E, Gottlebe K, Koburger N, Coffey C, Gusmao R, Quintao S, Costa S, Szekely A, Hegerl U. Effectiveness of community facilitator training in improving knowledge, attitudes, and confidence in relation to depression and suicidal behavior: results of the OSPI-Europe intervention in four European countries. J Affect Disord. 2014 Aug;165:142-50. doi: 10.1016/j PMID 24882192
• Doll CM, Michel C, Rosen M, Osman N, Schimmelmann BG, Schultze-Lutter F. Predictors of help-seeking behaviour in people with mental health problems: a 3-year prospective community study. BMC Psychiatry. 2021 Sep 3;21(1):432. doi: 10.1186/s12888-021-03435-4. PMID 34479537
• Liao Y, Ameyaw MA, Liang C, Li W. Research on the Effect of Evidence-Based Intervention on Improving Students' Mental Health Literacy Led by Ordinary Teachers: A Meta-Analysis. Int J Environ Res Public Health. 2023 Jan 4;20(2):949. doi: 10.3390/ijerph20020949. PMID 36673704
• Thapar A, Eyre O, Patel V, Brent D. Depression in young people. Lancet. 2022 Aug 20;400(10352):617-631. doi: 10.1016/S0140-6736(22)01012-1. Epub 2022 Aug 5. PMID 35940184
• Thielsch, M. T., & Hirschfeld, G. (2021). Quick Assessment of Web Content Perceptions. International Journal of Human-Computer Interaction, 37(1), 68-80. https://doi.org/10.1080/10447318.2020.1805877
• Thielsch, M. T. (unter Mitarbeit von Salaschek, M.) (2017). Toolbox zur kontinuierlichen Website-Evaluation und Qualitätssicherung (Version 2.1). Arbeitsbericht, Köln: Bundeszentrale für gesundheitliche Aufklärung (BZgA). http://dx.doi.org/10.17623/BZGA:224-2.1
• Tong Y, Wang S, Cao L, Zhu D, Wang F, Xie F, Zhang X, Wang G, Su P. School dropouts related to mental disorders: A systematic review and meta-analysis. Asian J Psychiatr. 2023 Jul;85:103622. doi: 10.1016/j.ajp.2023.103622. Epub 2023 May 8. No abstract available. PMID 37172421
• Vieira MA, Gadelha AA, Moriyama TS, Bressan RA, Bordin IA. Evaluating the effectiveness of a training program that builds teachers' capability to identify and appropriately refer middle and high school students with mental health problems in Brazil: an exploratory study. BMC Public Health. 2014 Feb 28;14:210. doi: 10.1186/1471-2458-14-210. PMID 24580750

Identifiers

NCT: NCT06668688 · 24-0395-KB

Primary sources (government registries)

• ClinicalTrials.gov (US NIH)

View this study on ClinicalTrials.gov ↗