AI-based System for Transforming Text and Sound to Educational Videos

Introduction: The methods and resources used to understand information are considered learning techniques. They constitute the basis of all knowledge and are strongly correlated with the academic performance of students. Those who know and master the techniques are more likely to achieve their educational goals than those who do not. Objective: To evaluate the influence of study strategies on the academic performance of medical students at a private university in Paraguay in 2024. Methodology: The methodological design was observational, analytical, and prospective with a cross-sectional approach. The sample consisted of 82 students enrolled in the basic cycle of the Medicine program at a private university in Paraguay. Results: The greatest predominance among the ages of the students who participated in the study was found between 17 to 25 years representing 67%, the students of the medical career used various learning techniques, among those used by more than 50% of the population studied were reading and summarizing texts and the use of educational videos and digital platforms, although the practice techniques with simulators and oral explanation are those that present a stronger positive correlation. Conclusion: The techniques used by the majority of the student population prove to be not very effective if used alone and according to the participants themselves, they do not generate good academic performance, It is suggested to improve the combination of techniques used to improve academic performance.

Health education related to cervical cancer is essential for community empowerment, with community health cadres playing a pivotal role in delivering health education at the grassroots level. The use of appropriate educational media has been shown to effectively enhance community knowledge. This study aimed to analyze the effectiveness of educational modules and videos in improving cadres’ knowledge and skills in delivering health education on cervical cancer prevention. This quasi-experimental study employed a one-group pretest–posttest design involving 25 community health cadres. The intervention comprised two 90-minute cadre training sessions. The first session included a lecture followed by a question-and-answer discussion, while the second session involved a health education demonstration. Educational videos and modules were used as instructional media. Knowledge data were collected using a structured questionnaire, whereas skills data were assessed using a standardized observation checklist. Data were analyzed using the Wilcoxon signed-rank. The results showed that knowledge score increased from 48.00 (pretest) to 94.00 (posttest), with a mean difference of 46.00 (p < 0.05). Similarly, the mean skills score improved from 37.20 (pretest) to 87.20 (posttest), with a mean difference of 50.00 (p < 0.05). Educational modules and videos are effective media for enhancing the knowledge and skills of community health cadres in providing health education on cervical cancer prevention. Their use should be integrated into training programs to strengthen cervical cancer prevention efforts at the community level. Keyword: Cervical cancer, Health education, Cadres, Module, Video, Prevention

The ability to write short stories is one of the important competencies in learning Indonesian, but in reality, many students still experience difficulties in developing intrinsic elements of short stories such as plot, characters, conflict, and effective use of language. Based on the results of initial observations in grade IX of Budhi Mulia Integrated Junior High School, it was found that students' short story writing skills were in the poor category, with an average score of 59.8, and only 28% of students achieved the Minimum Completion Criteria (KKM). This condition indicates the need for learning strategies that can significantly improve students' creativity, motivation, and writing skills. Therefore, this study aims to improve short story writing skills through the application of the Cooperative Learning method assisted by the educational video "7 Habits of Great Indonesian Children." This study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model which was implemented in two cycles. The research instruments included short story writing tests, student and teacher activity observation sheets, interview guidelines, and documentation. Data were analyzed using quantitative analysis techniques in the form of calculating the average test results and the percentage of learning completion. The results showed a significant increase in short story writing skills. The average student score increased from 59.8 (pretest) to 72.4 in cycle I, and increased again to 80.2 in cycle II. The percentage of learning completion also increased from 28% to 76%, and finally reached 92% in cycle II. Educational videos were proven to help students understand character values and explore ideas, while the Cooperative Learning model increased group interaction, discussion, and creativity. Based on these findings, it can be concluded that the Cooperative Learning method assisted by educational videos is effective in improving the short story writing skills of grade IX students.

The aim of this study was to explore the acceptability of an educational video among primary care clinicians as a tool to promote the use of stigma-free language in interactions with individuals with type 2 diabetes (T2D). The language used by primary care clinicians in interactions with adults living with T2D can contribute to perceptions and experiences of diabetes-related stigma and be a barrier to achieving and sustaining glycaemic targets. In 2017, the American Diabetes Association (ADA) and the Association for Diabetes Care & Education Specialists (ADCES) issued a guidance paper with recommendations to promote stigma-free communication about diabetes. The educational video, developed by the research team, presents two versions of a vignette in which a nurse practitioner interacts with an adult with T2D in a primary care setting. The first version of the vignette features the nurse practitioner using stigmatizing language as outlined in the ADA and ADCES guidance paper; the second demonstrates the use of stigma-free language by the nurse practitioner. A narrator highlights the linguistic differences. The study participants, comprising physicians (n = 8), nurse practitioners (n = 9), and physician assistants (n = 1), were recruited through professional networks and via online forums and listservs for healthcare professionals. Participants viewed the educational video and were interviewed via Zoom by a research team member using a semi-structured interview guide. The transcripts of the interviews were analysed using a qualitative descriptive approach. Three main themes emerged from the data: aligning video content with existing attitudes and beliefs, reducing the use of stigmatizing language, and increasing the use of stigma-free language. Findings suggest that an educational video promoting the use of stigma-free language in interactions with adults with T2D is acceptable among primary care clinicians.

Educational videos hold great potential to support learning in psychology education. However, viewers typically process the content passively, as opportunities to interact with videos are usually restricted to simple control features. H5P, a technology to enhance videos with feedback features, may foster learners’ engagement in generative activities and in more constructive ways of learning. Yet, research on H5P remains limited. A field study with N = 109 university students investigated the effects of educational videos on their learning of psychological theories. Three conditions were compared to determine whether the level of interactivity affects extraneous cognitive load, self-assessed and externally assessed knowledge: In one condition, students could not interact with the video, whereas in the second condition, the video granted simple learner control. In the third condition, viewers could engage with the video using the same learner control features, but also with additional H5P-feedback features. Results showed that extraneous cognitive load was significantly higher when users could not interact with the video compared to the other conditions. Contrary to our expectations, students in the three conditions did not differ in knowledge gain. Further research is needed to clarify how interactive features in educational videos can best enhance knowledge acquisition in psychology.

Background This study investigated the feasibility of performing spirometry without technical errors in preschool children. It also evaluated the effect of an educational intervention on the success rates and duration of spirometry in this age group. Methods This randomized controlled study was conducted in Greece during two separate time periods due to the COVID-19 pandemic. The study included 132 children aged 3-6 years who had not previously undergone spirometry. Children who were born prematurely, had neurological disorders and/or developmental delays, or refused to attempt an FVC maneuver were excluded from the study. Participants were randomly allocated to the intervention (n = 65) and control (n = 67) groups. The mean (SD) ages were 4.5 ± 0.88 and 4.6 ± 0.92 years, respectively. The control group received standard verbal instructions, whereas the intervention group watched a short educational video. All spirometry tests were performed by the same operator. Results The overall success rate of spirometry was 74.2%. Success rates were significantly higher in the intervention group compared with the control group (84.6% vs. 65.7%, p = 0.015). The educational intervention increased the likelihood of achieving successful spirometry by 3.85-fold (OR 3.85, 95% CI 1.5-107, p = 0.05). It also increased the number of acceptable FVC maneuvers and reduced the total time required to complete the test (11.7 ± 6.5 minutes in the intervention group vs. 16.2 ± 8.6 minutes in the control group; p = 0.002). The median number of attempts did not differ significantly between the groups. Conclusions Spirometry is generally feasible in preschool children; however, a brief educational video can substantially improve the likelihood of successful performance and reduce the time needed to complete the test.

With the global rise in technology use, concerns have grown regarding the relationship between screen exposure and early childhood development. However, the specific patterns of these associations, especially how different types of screen exposure relate to factors such as sleep and parent-child interaction, remain underexplored in non-Western and developing contexts. This study draws on data from the Wuhan Birth Cohort Studies (WBCS) collected between 2021 and 2022 in China. We examine the associations between video exposure (including duration, mode and content) and cognitive and social-emotional development in children under 3 years of age. Screen exposure of 60 min or more per day was significantly associated with lower cognitive and social-emotional development. Any duration of exposure to mobile devices negatively correlated with social-emotional development. In contrast, less than 30 min of daily exposure to educational video content showed a positive association with cognitive development, while prolonged exposure to entertainment content had adverse effects on both developmental domains. These associations were largely mediated by disruptions in children's sleep patterns and reduced maternal interaction time. Our findings underscore the nuanced effects of screen exposure in early childhood and the mechanisms through which they operate. Policymakers should consider establishing guidelines for age-appropriate digital media use and emphasize the critical role of parental engagement and supervision in screen-related activities for infants and toddlers.

Colostrum, the first breast milk, contains IgA antibodies, proteins, vitamin A, and anti-infection components that are essential for building the baby's immunity, especially against gastrointestinal infections such as diarrhea. The production of colostrum varies between mothers and is influenced by the frequency and strength of the baby's sucking in the early days. Oxytocin massage on the back can stimulate oxytocin and prolactin hormones, aiding the release and increasing the production of breast milk, as well as providing a relaxing effect on the mother. This method can improve the breastfeeding process. The goal of this community service is to explain the benefits of colostrum as a source of immunity for the baby through IgA antibodies and essential nutrients, as well as to demonstrate oxytocin massage as an effective method to enhance milk release and production. The method used is a lecture with leaflet media, which is effective for delivering information. The results show that many postpartum mothers do not understand the benefits of oxytocin massage, which can hinder milk release. Counseling through lectures, discussions, demonstrations, leaflets, and educational videos successfully increased mothers' understanding of oxytocin massage, which can help with relaxation, support uterine involution, and improve milk production and release. This knowledge is expected to be applied in postpartum breastfeeding practices.

Abstract Democracy faces growing threats from authoritarian ideologies, especially in terrorism-affected regions. We test whether citizen-targeted democracy-promotion intervention can bolster democratic support and resist authoritarian appeals. A randomized online experiment in Burkina Faso exposed participants to educational videos focusing on: (1) introduction of civic rights democracies offer, (2) general discussion of democracy’s advantages in combating terrorism, (3) Burkina Faso–specific discussion of democracy’s advantages in combating terrorism, (4) space exploration (placebo). Democracy-promotion videos increased democratic support. The general terrorism-advantage message produced the largest gains, whereas the country-specific message had little effect. Effects are not contingent on respondents’ proximity to attacks or direct experience. These findings highlight how democratic resilience can be strengthened in conflict-affected societies and inform future efforts to promote democracy. .

The use of e-learning platforms in Indonesia, such as Ruang Guru, Zenius Education and Quipper Video, has been scaling up. Since they are self-paced learning platforms, previous studies put into questions how students stay motivated to learn in such self-relied online learning. Therefore, this study aims at examining and explaining how the content, instructors, teaching strategy, visual design, usability and learnability of the platforms affect students’ motivation to learn. Sequential mixed method research design was applied to answer the aims. The first stage was the quantitative data collection using questionnaire. It gained 140 responses from senior high schools’ students who have used the platforms. After analysing the questionnaire using multiple regression, three respondents were purposively chosen to participate in a qualitative interview. Then, the interview was transcribed, categorized, and translated into English. The qualitative and quantitative result agree that teaching strategy and content learned in the platforms significantly affect students to stay motivated to learn. Additionally, but importantly, instructors, from the interview, have found to be another factor that influences students to stay motivated to learn. However, visual design is not found as a significant factor influencing students’ motivation to learn. Usability and learnability of the platforms, also, cannot be concluded whether to influence students or not, because students never experience technical issue. In general, this study suggests to instructional designer and educators to consider pedagogical aspects such as content, teaching strategy, instructor’ role and communication in their online learning design.

The study aims to establish a comprehensive framework aligning institutional governance, pedagogical theories, and teaching practice for the sustainable adoption of AI-facilitated digital representatives of human instructors in higher education videos within universities. The study employs a systemic qualitative approach and grounded theory principles to analyze administrative/legal documents and academic publications. The methodology includes source searching and screening, automated text analysis using the Lexalytics tool, clustering and thematic interpretation of the findings, and a subsequent discussion of the emerging perspectives. Following the analysis of international/supranational/national regulations, the findings reveal a significant regulatory gap for humans’ digital representatives in educational videos and suggest a governance baseline for tailored institutional guidelines that address data protection, copyright, and ethical compliance. Theoretically, the study synthesizes evidence-informed educational theories and concepts to form a robust theoretical foundation for using humans’ digital representatives in higher education instructional videos and identifies constructivism, student-centered personalized learning, multimodal multimedia-based learning principles, smart and flipped classrooms, and post-digital relations pedagogy as crucial foundational concepts. The findings suggest a thematic taxonomy that outlines diverse digital representative types, their varying efficiency based on knowledge and course type, and university community attitudes highlighting benefits and challenges. The overall contribution of this research lies in an integrated interdisciplinary framework—including the legal context, pedagogical theory, and promising practices—that guides the responsible use of digital human representatives in higher education videos.

Esta investigación analiza el impacto de la tipología de los vídeos educativos en educación superior (teoría, prácticas de software y problemas) en su patrón de uso. Para ello, se ha analizado el uso de 21 vídeos educativos en la asignatura Métodos Cuantitativos por parte de una cohorte de 398 estudiantes. Utilizando un modelo de datos de panel y controlando varios factores de confusión, los resultados sugieren que los estudiantes utilizan los vídeos principalmente para la preparación de exámenes, y que prefieren los vídeos de teoría, a pesar de saber que los exámenes incluyen exclusivamente problemas y preguntas de práctica. También se concluye que la utilidad percibida parece depender del tipo de enseñanza, siendo mucho menor cuando es presencial que cuando es online. El análisis de interacciones muestra además que el efecto de la duración de los vídeos varía según el contenido y la modalidad de enseñanza. Estos resultados tienen importantes implicaciones para la docencia, especialmente cuando la enseñanza presencial no es posible por motivos ajenos a nuestra voluntad (pandemias, fenómenos meteorológicos de gran impacto social como inundaciones y nevadas extremas en España, tormentas invernales en EEUU, etc.).

Objectives: Dental-related fear and anxiety are common. This is especially true for individuals with aphasia who may have difficulty reading, writing, listening, and/or speaking. Conversations between a patient and the provider may reduce these hardships. When communication is limited, challenges arise, and patients avoid routine dental visits in addition to needed dental treatment. Many of the communication barriers relate to a lack of knowledge and education on effective communication strategies. The implementation of an educational video on dentistry and aphasia is believed to be one way to combat this. This study aims to identify whether an educational video improves knowledge and confidence about communication strategies for individuals with aphasia. Material and Methods: 22 dental hygiene students participated in a pre-survey, 35-min educational video, and a post-survey. Results: It was found that four (4, 5, 8, 9) of the seven questions that were statistically analyzed showed significance between pre- and post-survey answers. Two questions were not statistically analyzed (10, 11), as the correct response rate was 100% in the pre- and post-surveys. Students’ subjective responses after watching the educational video revealed an increase in self-confidence and knowledge as well. Conclusion: The present study found that in general, the provided educational training was effective at increasing students’ knowledge about best communication practices for working with persons with aphasia, in addition to increasing their confidence levels when doing so.

Relevance of the topic. The problem of learning motivation is highly relevant in the contemporary Lithuanian education system, especially in primary school Lithuanian language lessons. Motivation plays a crucial role in sustaining pupils’ interest, concentration, and academic progress. A lack of motivation often manifests through incomplete tasks, reluctance to participate, classroom distractions, and disruptive behavior. While learning motivation has been widely researched in psychology and pedagogy, there remains a lack of empirical studies that focus specifically on effective motivational strategies in Lithuanian language lessons at the primary school level. This study addresses the following pedagogical problem: which motivational methods and strategies encourage active learning and engagement of primary school pupils in Lithuanian language lessons? Research object. Motivational methods and strategies applied in Lithuanian language lessons for primary school pupils at Klaipėda “Gilija” Primary School. Research aim. To reveal the ways and methods that motivate primary school pupils in Lithuanian language lessons. Research tasks: To analyze the concept of learning motivation and the factors that stimulate it. To examine the methods that motivate Lithuanian language learning in primary school settings. To identify and assess the progress of 1st–4th grade pupils at Klaipėda “Gilija” Primary School after the implementation of motivational methods and strategies. Research methodology. A mixed-method approach was applied. The theoretical part involved the analysis of scientific literature and educational policy documents, including the updated Lithuanian national curriculum (2022). The empirical part consisted of structured classroom observation based on V. Paužienė’s (2019) protocol and reflective diaries. A total of five Lithuanian language lessons were observed (three in grade 2, one in grade 1, and one in grade 3), and five lessons were conducted using innovative motivational methods (one in grade 4 and four in grades 2–3). Research ethics were respected throughout the study, ensuring confidentiality, integrity, and respect for participants. Research results. The observations revealed that traditional teaching practices, dominated by question–answer methods and individual tasks, often failed to stimulate pupil motivation. In many cases, only a small group of active pupils participated, while others remained passive or distracted. Lessons frequently lacked variety, visual aids, and interactive activities, which limited pupils’ engagement. After the introduction of innovative motivational strategies, clear positive changes were observed. Lessons incorporating information and communication technologies (ICT), such as the interactive whiteboard, PowerPoint presentations, and online tools (Mentimeter, Quizzy), captured pupils’ attention and provided opportunities for real-time feedback. Pupils expressed enthusiasm toward interactive activities and valued the chance to participate actively. Pedagogical breaks, including short educational games and videos, helped sustain attention and reinforced newly acquired knowledge. Additionally, lessons that began with engaging elements (e.g., storytelling, creative prompts, role play) successfully aroused curiosity and improved participation. The consistent use of verbal praise, encouragement, and peer assessment further strengthened pupils’ confidence and motivation. Collaborative methods fostered a positive classroom atmosphere, reduced disruptive behavior, and promoted peer support. Overall, innovative teaching methods created a more dynamic learning environment, enabling all pupils—not only the most active ones—to engage productively in Lithuanian language lessons. Conclusions. The study demonstrated that effective motivation in primary school Lithuanian language lessons requires: starting lessons with engaging and curiosity-arousing activities; integrating ICT and interactive teaching tools; applying pedagogical breaks to sustain concentration; providing consistent and clear feedback; maintaining a supportive and inclusive classroom climate. The results confirm that innovative motivational strategies not only reduce passivity and disruptive behavior but also enhance pupils’ intrinsic motivation and learning outcomes. Thus, teachers are encouraged to apply diverse and creative methods in order to foster active and meaningful learning experiences in primary education.

The proliferation of digital educational content in exponential amounts has led to the creation of an urgency among the efficient methods of summarization that can be used to create large instructional videos into meaningful and succinct features. Educational video summarization is an AI-powered system based on advanced machine learning and natural language processing and computer vision algorithms to provide short, context-rich summaries to make accessibility and understandability more accessible and consumer-friendly among learners. This method combines the multimodal analysis of data based on speech recognition, literature transcription, and understanding of the visual scene to determine the most important instructional points and eliminate superfluous information. Transformer based architectures of deep learning are used to learn semantic associations among spoken words, visual images, and instructional gestures. The models are used to extract relevant pedagogically coherent summaries in accordance with learning objectives. The suggested structure works in the steps of video segmentation, feature extraction, content ranking, and the creation of summaries. At the same time, visual attention models are used to examine the frame and identify slides, demonstrations, and the focus points of the instructor to make sure that the most important educational aspects are kept. The condensed version can be delivered as text-based, video-based, or a combination of both and it promotes adaptive learning systems and customized learning. The AI summarization has shown to be very effective in reducing cognitive overload, improved content discoverability and facilitated efficient learning as students can concentrate on the key information. In addition, it helps teachers and learning institutions in the production of highlight reels, course previews, and searchable knowledge bases. Consequently, this technology will provide a non-discriminatory learning environment in which different learners will enjoy personalized learning experiences. The future directions are to combine affective computing and learner-feedback to further streamline the summary relevance and pedagogical influence.

BackgroundGlobally, around 800,000 people die by suicide annually, with 77% of these deaths occurring in low- and middle-income countries. Suicidal ideation, frequently observed among adolescents, is directly linked to suicide attempts. Pakistan has witnessed a marked escalation in suicide rates in recent years, with Gilgit-Baltistan (GB) reporting the highest incidence. Extensive research indicates that tailored suicide prevention strategies can mitigate suicidal ideation, attempts, and related fatalities.ObjectiveThis study aims to validate and evaluate the efficacy of suicide prevention programs, RAAHI (the guide) and safeTALK, tailored to the cultural and social context of GB, Pakistan, in preventing suicidal ideation and improving the mental well-being of school-going adolescents.MethodsThe investigation will assess the efficacy of the RAAHI intervention among 267 adolescents across 4 private schools in GB using an interrupted time-series design with a pre-post test framework. The first intervention, RAAHI, a suicide literacy module, is designed to empower participants with the knowledge and skills to recognize signs of suicidal ideation, engage them empathetically, and connect individuals in crisis with appropriate support. The second intervention, safeTALK, a 4-hour educational workshop, incorporates presentations, videos, discussions, and interactive sessions to teach participants the tell, ask, listen, and keep safe steps. Outcome measures include changes in knowledge, confidence, willingness to intervene, and help-seeking behaviors, analyzed using descriptive statistics, 2-tailed paired t tests, and ANOVA. Ethics approval was granted by the Aga Khan University Ethics Review Committee (2023-8509-24844).ResultsAs of April 2025, 267 participants have been recruited from 2 of the 4 schools; data collection commenced in March 2025 and is projected to conclude in August 2025. Final results are expected to be published by February 2026.ConclusionsThis study will offer critical insights into the adaptation and effectiveness of the RAAHI suicide prevention intervention in a low-resource, culturally specific setting. The findings are anticipated to inform scalable suicide prevention initiatives in school settings across Pakistan and similar low- and middle-income contexts, ultimately contributing to reduced suicidal ideation and attempts among adolescents.International Registered Report Identifier (IRRID)DERR1-10.2196/67193

Background Poorly controlled pediatric asthma increases morbidity, reduces quality of life, and raises healthcare use. Caregiver education on asthma and medication use is essential for control. In Vietnam, pediatric asthma services are centralized at tertiary centers, limiting access for many families. Telemedicine may help bridge these gaps. Objectives To evaluate the effectiveness of telemedicine education on asthma control in children with uncontrolled asthma and its impact on caregiver knowledge, attitudes, and children’s MDI technique. Methods We conducted a pragmatic randomized clinical trial among children aged 4–16 years with uncontrolled asthma. Participants were randomized 1:1, stratified by age and sex, to receive either a structured educational video call or a brief scheduling call. Changes in C-ACT/ACT scores, caregiver knowledge, caregiver attitudes, and children’s MDI technique were compared between groups. A multivariable generalized linear model was used to identify factors associated with improvement in asthma control. Results Baseline characteristics were comparable between groups. At a median follow-up of five weeks (IQR 4–8), C-ACT scores were higher in the intervention than control group (median 25.0 vs 19.5, p < .001), with mean change exceeding the minimal clinically important difference. Caregiver knowledge and attitudes and children’s MDI technique also improved more in the intervention group (p < .001 for all). In multivariable models, telemedicine education was independently associated with greater improvement in asthma control (β = 4.24, 95% CI: 2.64–5.85, p < .001). Conclusion Telemedicine-based education improved asthma control and caregiver-related outcomes and may serve as an effective supportive strategy where access to pediatric asthma services is limited.

Background: YouTube has become one of the most widely used platforms for medical education and patient information. However, the accuracy and reliability of such unregulated content remain highly variable and sometimes misleading. This study aimed to evaluate the quality, reliability, and educational value of YouTube videos related to poisonings, insect bites, and envenomations using validated scoring systems. Methods: A cross-sectional analysis of YouTube videos was conducted using the search terms “approach to insect bites and stings,” “approach to poisonings,” “approach to scorpion envenomation,” “approach to snake envenomation,” and “approach to mushroom poisoning.” Searches were performed in incognito mode on August 1, 2025. Only English-language videos shorter than one hour were included. Video quality and reliability were evaluated using the Global Quality Score (GQS), modified DISCERN (mDISCERN), and Journal of the American Medical Association (JAMA) benchmarks, while viewer engagement was measured using the Video Power Index (VPI). Results: A total of 279 videos were analyzed. The mean ± SD scores were as follows: GQS, 3.53 ± 1.09; mDISCERN, 3.53 ± 1.08; and JAMA, 2.63 ± 0.96. Based on the GQS, 59.5% of the videos were high quality, 20.8% moderate quality, and 19.7% low quality; thus, approximately 40% of the evaluated videos (low- and moderate-quality categories combined) did not meet optimal quality standards. Videos on snake envenomation and general poisoning had significantly higher quality and reliability scores (p < 0.001). Educational, physician-sourced, and physician-presented videos achieved higher GQS, JAMA, and mDISCERN values (p < 0.001 for all). However, no significant differences were found in the VPI, indicating that popularity metrics did not correlate with content quality. Conclusions: YouTube provides wide access to poisoning-related educational materials, but content quality varies considerably, and a substantial proportion of videos fall below acceptable quality thresholds. Videos produced or presented by physicians are more reliable, whereas popularity is not a valid indicator of scientific accuracy. Active involvement of healthcare professionals and academic institutions, together with platform-level quality verification and visibility strategies, is essential to improve the credibility and impact of online health information.

Vulva hygiene is a crucial yet often overlooked aspect of adolescent reproductive health, and early adolescents often lack engaging and effective educational media. Smart Virtual Reality–Artificial Intelligence (VR–AI) based education provides an immersive and personalized learning experience, which has the potential to improve health literacy more effectively than conventional approaches. This study aimed to evaluate the effectiveness of VR–AI–based education in improving knowledge and attitudes related to vulva hygiene among early adolescent girls. A quasi-experimental nonequivalent pretest–posttest control group design was conducted at a public elementary school in Purwakarta, Indonesia, involving 35 female students aged 10–13 years, divided into intervention (n=18) and control (n=17) groups. The intervention group received a 3-minute VR–AI educational video via VR headsets, while the control group received a conventional lecture with equivalent duration and content. Knowledge and attitudes were measured using validated questionnaires and analyzed with parametric and nonparametric tests at a significance level of α=0.05. Both groups experienced significant improvements in knowledge (intervention: p&lt;0.001; control: p=0.003) and attitudes (intervention: p=0.001; control: p=0.010). Post-test attitudes were significantly higher in the intervention group compared with the control group (p=0.014), although knowledge did not differ significantly (p=0.075). VR–AI–based education enhances positive attitudes and represents a beneficial approach to adolescent reproductive health promotion. Schools are encouraged to integrate VR–AI media as a complementary strategy to strengthen the effectiveness and long-term sustainability of health education programs.