Enhancing Online Health Education: A Design-Driven Approach Integrating Situated Learning and the ARCS Model Through Design Thinking Process

• In Event: Design and Evaluation of Online Learning Environments

Abstract

This study presents the design of an evidence-based, authentic, and engaging online health education program, Bladder Basics. By employing situated learning theory and the ARCS model through the design thinking process, the program represents a significant advance in promoting healthcare beyond clinic settings. It creates an opportunity to democratize education and bridge healthcare inequalities through online health education. This study offers valuable insights to instructional designers, health educators, and healthcare providers in creating effective online health education programs. Moreover, it extends the scientific understanding of applying situated learning and the ARCS model in the context of health education, emphasizing their significance in designing authentic and motivational online learning experiences to improve health knowledge among families.

Authors

• Chenxi Liu, Stanford University

• Jacky Chu, Stanford University

• Claire Follis, Stanford University

• Kathleen Kan, Stanford University