PDF(Pubmed)
Abstract：
UNASSIGNED: Oral health is closely related to general health and quality of life. School-aged children are at a critical stage for developing their self-care ability in oral health. Digital interventions can encourage and facilitate oral self-care in children.
UNASSIGNED: This study aims to present the development of an educational chatbot for school-aged children to address their oral self-care and evaluate its usability.
UNASSIGNED: The development and evaluation of the chatbot for oral self-care consisted of four stages: target behavior analysis, intervention design, system development, and the chatbot evaluation. The target behavior analysis identified barriers to children\'s engagement in oral self-care based on dentists\' clinical observations; hence, the requirements for achieving the desired behavior were categorized according to the capability-opportunity-motivation behavior model. Interventional functions were created following the behavior change wheel. A menu-driven chatbot was created and evaluated for usability as well as likeability.
UNASSIGNED: The barriers and requirements for achieving good behavior in school-aged children\'s oral self-care were identified by the dental professionals. Intervention strategy incorporated specific functions enriched with gamification features to support school-aged children in developing their abilities for engaging in oral self-care. The intervention functions consist of capability establishment, motivation enhancement, and opportunity creation, which were designed to support children in their oral self-care practices. The designed chatbot was piloted with a convenient sample of 30 school-aged children and their accompanying parents at the pediatric dental clinic. The results indicated good usability, with a mean usability score of 79.91, and high likeability with a mean score of 4.32 out of 5 for the designed chatbot.
UNASSIGNED: The educational chatbot incorporated a combination of clinical dentistry practice and guidelines, aiming to promote oral self-care behavior in school-aged children. The designed chatbot achieved high scores for its usability and user likability.
UNASSIGNED: This study aims to present the development of an educational chatbot for school-aged children to address their oral self-care and evaluate its usability.
UNASSIGNED: The development and evaluation of the chatbot for oral self-care consisted of four stages: target behavior analysis, intervention design, system development, and the chatbot evaluation. The target behavior analysis identified barriers to children\'s engagement in oral self-care based on dentists\' clinical observations; hence, the requirements for achieving the desired behavior were categorized according to the capability-opportunity-motivation behavior model. Interventional functions were created following the behavior change wheel. A menu-driven chatbot was created and evaluated for usability as well as likeability.
UNASSIGNED: The barriers and requirements for achieving good behavior in school-aged children\'s oral self-care were identified by the dental professionals. Intervention strategy incorporated specific functions enriched with gamification features to support school-aged children in developing their abilities for engaging in oral self-care. The intervention functions consist of capability establishment, motivation enhancement, and opportunity creation, which were designed to support children in their oral self-care practices. The designed chatbot was piloted with a convenient sample of 30 school-aged children and their accompanying parents at the pediatric dental clinic. The results indicated good usability, with a mean usability score of 79.91, and high likeability with a mean score of 4.32 out of 5 for the designed chatbot.
UNASSIGNED: The educational chatbot incorporated a combination of clinical dentistry practice and guidelines, aiming to promote oral self-care behavior in school-aged children. The designed chatbot achieved high scores for its usability and user likability.
摘要：
■口腔健康与一般健康和生活质量密切相关。学龄儿童正处于发展口腔健康自我护理能力的关键时期。数字干预可以鼓励和促进儿童的口腔自我保健。
■本研究旨在为学龄儿童提供教育聊天机器人的开发，以解决他们的口腔自我护理问题并评估其可用性。
■用于口腔自我护理的聊天机器人的开发和评估包括四个阶段：目标行为分析，干预设计，系统开发,和聊天机器人评估。目标行为分析根据牙医的临床观察确定了儿童参与口腔自我护理的障碍；因此，根据能力-机会-动机行为模型对实现所需行为的要求进行分类.干预功能是根据行为变化轮创建的。创建了一个菜单驱动的聊天机器人，并对其可用性和可喜性进行了评估。
■牙科专业人员确定了在学龄儿童口腔自我护理中实现良好行为的障碍和要求。干预策略结合了丰富的游戏化功能的特定功能，以支持学龄儿童发展其参与口腔自我护理的能力。干预功能包括能力建立，动机增强，创造机会，旨在支持儿童进行口腔自我护理。设计的聊天机器人在儿科牙科诊所试用了30名学龄儿童及其陪同父母的方便样本。结果表明良好的可用性，的平均可用性评分为79.91，设计的聊天机器人的高讨人喜欢度，平均评分为5分的4.32分。
■教育聊天机器人结合了临床牙科实践和指南，旨在促进学龄儿童的口腔自我保健行为。设计的聊天机器人在其可用性和用户可爱性方面取得了高分。
■本研究旨在为学龄儿童提供教育聊天机器人的开发，以解决他们的口腔自我护理问题并评估其可用性。
■用于口腔自我护理的聊天机器人的开发和评估包括四个阶段：目标行为分析，干预设计，系统开发,和聊天机器人评估。目标行为分析根据牙医的临床观察确定了儿童参与口腔自我护理的障碍；因此，根据能力-机会-动机行为模型对实现所需行为的要求进行分类.干预功能是根据行为变化轮创建的。创建了一个菜单驱动的聊天机器人，并对其可用性和可喜性进行了评估。
■牙科专业人员确定了在学龄儿童口腔自我护理中实现良好行为的障碍和要求。干预策略结合了丰富的游戏化功能的特定功能，以支持学龄儿童发展其参与口腔自我护理的能力。干预功能包括能力建立，动机增强，创造机会，旨在支持儿童进行口腔自我护理。设计的聊天机器人在儿科牙科诊所试用了30名学龄儿童及其陪同父母的方便样本。结果表明良好的可用性，的平均可用性评分为79.91，设计的聊天机器人的高讨人喜欢度，平均评分为5分的4.32分。
■教育聊天机器人结合了临床牙科实践和指南，旨在促进学龄儿童的口腔自我保健行为。设计的聊天机器人在其可用性和用户可爱性方面取得了高分。
