title: Healthy outcomes for teens project: diabetes prevention through distributed interactive learning.
abstract: OBJECTIVE
  This study assessed whether distributed interactive learning via web-based modules and grounded in schema and social cognitive theory (treatment group, n = 101) would increase knowledge about diabetes prevention in adolescents from three middle schools to a greater extent than the control group (n = 80) and examined whether the school environment used to convey the education had an effect.
  
  
  RESULTS
  The treatment group showed substantially greater increases in overall and individual modular content knowledge, with 72 voluntarily choosing to retake evaluations that significantly improved their scores. The treatment (t[3.8], β ≥ 0.30, P < 0.001) and format of delivery (after school, pull out from physical education, or health education curriculum) (t[3.41], β ≥ 0.24, P < 0.001) influenced knowledge.
  
  
  CONCLUSIONS
  Thus, distributed interactive learning was more effective than its passive counterpart, and a more structured delivery enhanced knowledge, as did opportunities to self-regulate learning. Attention to these process components will facilitate effective interventions by educators in schools.
authors.affiliation: Department of Kinesiology and Community Health, University of Illinois, Urbana, Illinois, USA.
authors.forename: Darla M
authors.initials: DM
authors.lastname: Castelli
authors.forename: David
authors.initials: D
authors.lastname: Goss
authors.forename: Jane
authors.initials: J
authors.lastname: Scherer
authors.forename: Karen
authors.initials: K
authors.lastname: Chapman-Novakofski
mesh_terms: D000293:Adolescent; D003920:Diabetes Mellitus / Q000517:prevention & control*; D006266:Health Education / Q000379:methods*; D006801:Humans; D020407:Internet; D008297:Male; D012574:Schools