Multimedia-Based Versus AI-Based Educational Interventions to Promote Physical Activity among Overweight or Obese Adolescents: A Randomized Controlled Trial Based on Social Cognitive Theory

Adolescent overweight and obesity are public health concerns associated with physical and psychosocial risks. This study aimed to compare the effectiveness of two Social Cognitive Theory (SCT)–based educational interventions—a structured multimedia program and an artificial intelligence (AI) chatbot—in promoting physical activity among overweight or obese male adolescents. In a three-arm, cluster-randomized controlled trial, ۱۸۰ male students from six secondary schools in Bushehr, Iran, were assigned by school to multimedia, AI chatbot, or control groups. Both interventions targeted core SCT constructs, including self-efficacy, self-regulation, outcome expectations, and social support. Participants completed validated questionnaires at baseline and at one and three months post-intervention. Repeated-measures analyses showed significant time-by-group effects for physical activity and all SCT constructs in both intervention arms (p < ۰.۰۰۱); ANCOVA adjusting for baseline self-efficacy yielded consistent estimates, and body mass index did not change over the three-month horizon. Between-intervention contrasts indicated that the multimedia approach produced greater improvements in outcome expectations and perceived social support (p < ۰.۰۵), whereas gains in self-efficacy, self-regulation, and physical activity were comparable. Overall, both theory-based, technology-enhanced interventions effectively improved physical activity and psychosocial determinants, highlighting their potential for scalable, school-based health promotion.

کلیدواژه ها:

Adolescents ، Overweight ، Obesity ، Physical activity ، Social Cognitive Theory ، Multimedia ، Artificial intelligence ، Educational interventions