Does the Method of Content Delivery Matter? Randomized Controlled Comparison of an Internet-Based Intervention for Eating Disorder Symptoms With and Without Interactive Functionality Linardon, Jake, Messer, M, Shatte, A, Greenwood, Christopher, Rosato, J, Rathgen, A, Skvarc, David and Fuller-Tyszkiewicz, Matthew 2022, Does the Method of Content Delivery Matter? Randomized Controlled Comparison of an Internet-Based Intervention for Eating Disorder Symptoms With and Without Interactive Functionality, Behavior Therapy, doi: 10.1016/j.beth.2021.12.001. Attached Files Name Description MIMEType Size Downloads Title Does the Method of Content Delivery Matter? Randomized Controlled Comparison of an Internet-Based Intervention for Eating Disorder Symptoms With and Without Interactive Functionality Author(s) Linardon, Jake orcid.org/0000-0003-4475-7139 Messer, M Shatte, A Greenwood, Christopher orcid.org/0000-0002-9211-6312 Rosato, J Rathgen, A Skvarc, David orcid.org/0000-0002-3334-4980 Fuller-Tyszkiewicz, Matthew orcid.org/0000-0003-1145-6057 Journal name Behavior Therapy Publisher p Publication date 2022-01-01 ISSN 0005-7894 1878-1888 Summary Despite their potential as a scalable, cost-effective intervention format, self-guided Internet-based interventions for eating disorder (ED) symptoms continue to be associated with suboptimal rates of adherence and retention. Improving this may depend on the design of an Internet intervention and its method of content delivery, with interactive programs expected to be more engaging than static, text-based programs. However, causal evidence for the added benefits of interactive functionality is lacking. We conducted a randomized controlled comparison of an Internet-based intervention for ED symptoms with and without interactive functionality. Participants were randomized to a 4-week interactive (n = 148) or static (n = 145) version of an Internet-based, cognitive-behavioral program. The interactive version included diverse multimedia content delivery channels (video tutorials, graphics, written text), a smartphone app allowing users to complete the required homework exercises digitally (quizzes, symptom tracking, self-assessments), and progress monitoring features. The static version delivered identical intervention content but only via written text, and contained none of those interactive features. Dropout rates were high overall (58%), but were significantly—yet slightly—lower for the interactive (51%) compared to the static intervention (65%). There were no significant differences in adherence rates and symptom-level improvements between the two conditions. Adding basic interactive functionality to a digital intervention may help with study retention. However, present findings challenge prior speculations that interactive features are crucial for enhancing user engagement and symptom improvement. DOI 10.1016/j.beth.2021.12.001 Indigenous content off Field of Research 1701 Psychology Persistent URL http://hdl.handle.net/10536/DRO/DU:30163375 Document type: Journal Article Collections: Faculty of Health School of Psychology Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 25 Feb 2022, 07:31:57 EST Fri, 25 Feb 2022, 15:28:04 EST Fri, 25 Feb 2022, 15:48:59 EST Mon, 07 Mar 2022, 14:49:53 EST Mon, 30 May 2022, 15:56:17 EST Mon, 30 May 2022, 17:06:13 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 2 times in Scopus Search Google Scholar Access Statistics: 41 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Fri, 25 Feb 2022, 07:31:57 EST