Evaluating a Website on Learning Disorders for Parents and Learning Therapists: Observational Mixed-Methods Study (Preprint)
Authors: Hermansson Olga , Dümig Paula , Witzel Björn , Weinreich Lior , Volkmer Susanne , Schulte-Körne Gerd , Moll Kristina 
Published: November 2024

BACKGROUND

Between 5% and 15% of children worldwide suffer from a specific learning disorder, and the prevalence is much higher for undiagnosed learning difficulties. This creates a substantial demand for information among both parents and professionals. LONDI (londi.de) is a German-language website that (1) provides evidence-based information on learning disorders and (2) offers a tool to search for relevant diagnostics and intervention measures for professionals (Help System). This paper reports on the results of the evaluation study of the website.

OBJECTIVE

The aim of the study was to (1) evaluate the website and (2) inform existing theories on technology acceptance and user satisfaction. The study was conducted using the RE-AIM framework for evaluating public health impact and the Information System Continuance Intention Framework.

METHODS

This mixed-method observational study was conducted online from February to August 2023 in Germany. Parents of children with learning difficulties and learning therapists participated in a 1,5-hour session in which they were guided through the website. The pre-post design was used to assess changes in the knowledge, attitudes and self-efficacy of the participants attributed to website usage. Additionally, two path models assessing the predicting factors of the intention to further use (i.e. continuance intention) and the intention to recommend the website have been tested. The first model was based on the widely used Information System Continuance Framework and tested expectations confirmation, perceived usefulness, and website satisfaction as predictors of the continuance intention and the intention to recommend the website. The second model focused on usability, content perception, visual aesthetics and satisfaction as predictors of the same outcome variables.

RESULTS

A total of 77 parents and 73 learning therapists participated in the study. A two-tailed t-test revealed a significant increase in knowledge about learning disorders in both parents (t76=12.02, P<.001) and learning therapists (t71=7.03, P<.001). There was no change in combined attitudes and self-efficacy in parents after using the website (F1,76=2.04, P=.14, Wilks’ lambda=0.95); however, there was significant change in combined attitudes and self-efficacy in learning therapists (F1,68=15.83, P < .001, Wilks’ lambda=0.68). A path analysis revealed that the intention to recommend the website can be added as another variable to the Information System Continuance Intention framework. For the informational pages, content perception and visual aesthetics significantly predicted website satisfaction (R2=.59, F3,143=69.06, P<.001), and content perception significantly predicted continuance intention (R2=.45, F3,143=39.74, P<.001). For the Help System, usability was the only significant predictor of website satisfaction (R2=.34, F2,137=34.72, P<.001), continuance intention (R2=.34, F2,137=35.26, P<.001) and intention to recommend (R2=.18, F2,137=15.30, P<.001).

CONCLUSIONS

The website has been evaluated positively and has proven useful for the target audience. Predictors of website acceptance and further use are contextual and depend on the website type.