Digital health literacy is an important asset to navigate the (digital) world and lead a healthier life. However, digital health literacy levels are insufficient in many segments of society, particularly among adolescents. In response to these deficits, policymakers have called for initiatives to promote digital health literacy, for example in the German Digital Healthcare Act. Addressing this need, a new intervention for adolescents focusing on the topic of digital stress was recently developed, consisting of five e-learning modules incorporating animated videos, short texts and interactive tasks. The present web-based randomized-controlled pre-post trial evaluated the effectiveness of this intervention. Participants (14–21 years) were recruited from an online panel and randomized into two groups. After an initial pre-assessment, the participants in the experimental group (N = 253 randomized; N = 201 analyzed) carried out the online intervention while the control group participants (N = 238 randomized; N = 212 analyzed) were in a waiting period. Subsequently, all participants filled out the post-assessment questionnaires. Mixed-mode ANOVAs testing for the statistical interactions between the repeated-measures and the group factors were conducted. All questionnaire scales showed significant interactions indicating increased knowledge, digital health literacy and digital competence in the experimental vs. the control group at post-assessment except for one digital health literacy subscale. These findings suggest that the evaluated intervention is an effective tool for enhancing central aspects of digital health literacy in adolescents. The stability of these findings over time and the applicability of the intervention in real-life settings should be investigated in the future.
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