e.g. mhealth
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Pediatric Hearts and Minds: Reimagining Health Education Through Play and Narrative
design
JMIR Pediatr Parent 2025;8:e72675
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As smartphone-delivered digital health interventions (DHIs) have a strong potential to meet this need, the purpose of this review is to synthesize the relevant evidence on the most promising intervention approaches, components, and other design and development considerations to provide recommendations for emotion regulation DHI development for adolescents with ADHD. We use a narrative review approach because of the heterogeneity of the relevant evidence base.
JMIR Ment Health 2025;12:e56066
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A user-centered design (UCD) approach is vital for developing software that truly meets users’ needs [14,18]. UCD emphasizes involving users throughout the design process to ensure that the product aligns with their requirements and preferences [19]. This involves iterative cycles of user need assessment, design, prototyping, and testing [20].
JMIR Hum Factors 2025;12:e57911
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Participants were prompted to remark on ease of use, design aspects that are confusing or that slow task completion, and graphical elements, such as font size, ratios of images to words, and color schemes. The study team observed this process and took structured notes to capture information regarding domains from the sociotechnical model to ensure the optimization of service delivery [22].
JMIR Pediatr Parent 2025;8:e60315
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We also redesigned an educational scanner for the waiting room (the Kitten Scanner; [23]) to feature the same design elements, voice, and terminology as Scan Buddy. The main character featured in our solutions is a child-friendly elephant that is well-liked by children: Ollie the Elephant [24]. Consistently using design elements like characters, visuals, voices, and terminology throughout multiple touchpoints in the care pathway can provide children with a sense of familiarity.
JMIR Serious Games 2025;13:e55720
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We added another domain named design quality to capture providers’ perceived information quality of the tool. We also measured the overall satisfaction of the PDIS experience. Existing literature suggests that design quality can significantly influence staff adoption and implementation of the technologies [21].
JMIR Aging 2025;8:e60506
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Parents appreciated the playful and instructive design of the assessments, with one commenting, “It’s like teaching by itself through playtime. She’s telling me all you've asked her.” After finishing their assessments, we provided paper to children like C4, whose mother was also being assessed. This engagement prompted them to draw, becoming so engrossed to continue that they requested us to stay there even after the doctor’s arrival (Figure 2).
JMIR Form Res 2025;9:e63818
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Types of educational interventions
Educational strategies and objectives (eg, engaging sessions and disease education)
Intervention duration (eg, duration and frequency of educational interventions)
Study design and stakeholder involvement
Study design (eg, observational and randomized controlled trial)
Target age groups and stakeholder involvement (eg, children and parents)
Evaluation methods and outcome objectives
Assessed outcomes (eg, health literacy and health outcome)
Data collection and analysis techniques
JMIR Pediatr Parent 2025;8:e64814
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The goal of our current project, in this context, was to establish a user-centered design process for the development of digi DEM-SCREEN, a user-friendly app to support the early identification of persons with slight symptoms of dementia.
JMIR Hum Factors 2025;12:e65022
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Building on established mindfulness concepts proven effective in face-to-face interventions [23-25], the study adopted a user-centered design approach to ensure alignment of the intervention with users’ needs and contextual use [26,27]. The fundamental principle of user-centered design is to actively involve users in the design and development stages, ensuring that they influence the evolution of the product [28].
JMIR Form Res 2025;9:e58265
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