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  • × author_ss:"Xie, B."
  1. Xie, B.: Experimenting on the impact of learning methods and information presentation channels on older adults' e-health literacy (2011) 0.00 
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    Abstract
    A theory-driven, older adult-oriented e-health literacy intervention was developed and tested to generate scientific knowledge about the potential impact of learning methods and information presentation channels. The experimental design was a 2 × 2 × 2 mixed factorial design with learning method (collaborative, individualistic) and presentation channel (visual only, visual plus auditory) as the between-subjects variables and time of measurement (pre-, post-) as the within-subjects variable. One hundred twenty-four older adults (age: M = 68.15, SD = 9.00) participated during September 2010-February 2011. No significant interaction or main effect of learning method and information presentation channel was found, suggesting the advantages of collaborative learning over individualistic learning or the redundancy effect might not be easily generalized to older adults in similar experimental conditions. Time of measurement had significant main effects on e-health literacy efficacy, perceived usefulness of e-health literacy skills, and e-health literacy skills (p <.001 in all three cases; power = 1.00 or .98). These findings suggest that the intervention, regardless of its specific combination of learning method and information presentation channel, was effective in improving e-health literacy from pre- to postintervention. The findings contribute to the collaborative learning, multimedia learning, and e-health literacy literatures.
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  2. Xie, B.: Older adults, e-health literacy, and collaborative learning : an experimental study (2011) 0.00 
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    Abstract
    The theory-driven Electronic Health Information for Life-Long Learners via Collaborative Learning (eHILLL-CL) intervention, developed and tested in public libraries, aims to improve older adults' e-health literacy. A total of 172 older adults participated in this study from August 2009 to June 2010. Significant differences were found from pretest to posttest in general computer/Web knowledge and skill gains and in e-health literacy (p<0.001 in all cases; effect sizes: 0.5-2.1; statistical power: 1.00 even at the 0.01 level) and three attitude measures (p<0.05) for both computer anxiety and attitudes toward the aging experience in physical change, and p<0.01 for attitude toward the CL method; effect sizes: 0.2-0.3; statistical power: 0.4-0.8, at the 0.05 level). No significant difference was found in other variables. Participants were highly positive about the intervention and reported positive changes in health-related behavior and decision making. Group composition (based on gender, prior familiarity with peers, or prior computer experience) showed no significant impact on CL outcomes. These findings contribute to the CL and health literacy literatures and infer that CL can be a useful method for improving older adults' e-health literacy when using the specific strategies developed for this study, which suggests that social interdependence theory can be generalized beyond the younger population and formal educational settings.
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  3. Xie, B.; He, D.; Mercer, T.; Wang, Y.; Wu, D.; Fleischmann, K.R.; Zhang, Y.; Yoder, L.H.; Stephens, K.K.; Mackert, M.; Lee, M.K.: Global health crises are also information crises : a call to action (2020) 0.00 
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  4. Zhang, Y.; Sun, Y.; Xie, B.: Quality of health information for consumers on the web : a systematic review of indicators, criteria, tools, and evaluation results (2015) 0.00 
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  5. Verma, N.; Fleischmann, K.R.; Zhou, L.; Xie, B.; Lee, M.K.; Rich, K.; Shiroma, K.; Jia, C.; Zimmerman, T.: Trust in COVID-19 public health information (2022) 0.00 
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