College Students’ Preference and Information Comprehension of Different Forms of Diabetes Education Materials Under Different Reading Scenarios

Abstract

ABSTRACT Background There is a lack of research on diabetes education for healthy college students. Purpose To examine the effect of three different forms of diabetes education materials on college students’ information comprehension under focused and fragmented reading scenarios. Methods A total of 300 college students divided into six groups were enrolled in this study with a response rate of 91.45%, with each group representing different reading scenarios with different forms of education materials (text, icon, and illustration). A questionnaire survey was conducted to assess the understanding (information perception and memory retention) of participants. Results There was similar influence of different forms of education materials on college students’ perception and memory retention in the context of focused reading. In contrast, under the fragmented reading scenario, materials with illustrations were the most effective. Discussion The form of education materials is crucial for information comprehension of college students in the scenario of fragmented reading rather than focused reading. Translation to Health Education Practice It is necessary to design visually appealing health education materials to promote diabetes education among college students.