- Title
- Does matching a personally tailored physical activity intervention to participants’ learning style improve intervention effectiveness and engagement?
- Creator
- Alley, Stephanie; Plotnikoff, Ronald C.; Duncan, Mitch J.; Short, Camille E.; Mummery, Kerry; To, Quyen G.; Schoeppe, Stephanie; Rebar, Amanda; Vandelanotte, Corneel
- Relation
- NHMRC.1141606 http://purl.org/au-research/grants/nhmrc/1141606
- Relation
- Journal of Health Psychology Vol. 28, Issue 10, p. 889-899
- Publisher Link
- http://dx.doi.org/10.1177/13591053221137184
- Publisher
- Sage Publications
- Resource Type
- journal article
- Date
- 2023
- Description
- This study aims to compare the effectiveness, engagement, usability, and acceptability of a web-based, computer-tailored physical activity intervention (provided as video or text) between participants who were matched or mismatched to their self-reported learning style (visual and auditory delivery through video or text-based information). Generalised linear mixed models were conducted to compare time (baseline, 3 months) by group (matched, mismatched) on ActiGraph-GT3X+measured moderate-to-vigorous physical activity (MVPA) and steps. Generalised linear models were used to compare group (matched and mismatched) on session completion, time-on-site, usability, and acceptability. MVPA and steps improved from baseline to 3-months, however this did not differ between participants whose learning styles were matched or mismatched to the intervention they received. Session completion, time-on-site, usability, and acceptability did not differ between matched and mismatched participants. Therefore, aligning intervention delivery format to learning style is unlikely to influence intervention effectiveness or engagement.
- Subject
- computer-tailoring; delivery mode; intervention; learning style; physical activity
- Identifier
- http://hdl.handle.net/1959.13/1496002
- Identifier
- uon:54108
- Identifier
- ISSN:1359-1053
- Language
- eng
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