JMIR Publications

ABSTRACT

Background:

Learning disorders affect between 5% and 15% school-age children globally. Both parents and professionals working with children (learning therapists, school psychologists, youth welfare workers) need reliable information resources to support them in dealing with learning difficulties. Londi.de is an information platform designed to provide both evidence-based information about learning disorders and a tool to provide recommendations of diagnostic and intervention measures (Londi Help System).

Objective:

The aim of the present study was to evaluate the adoption, implementation and maintenance of the website among its two target audiences – parents and professionals (learning therapists and school psychologists). Additionally, it aimed to confirm findings from the first website evaluation conducted in 2023.

Methods:

This mixed methods observational study was conducted online from April 2024 to March 2025. Parents of children with learning disorders and professionals working with them used the website independently in their own time for a period of 1 month. After the usage, they filled out questionnaires gauging their opinions on the website’s usability, content, visual aesthetic, perceived usefulness, expectations confirmation, satisfaction, continuance intention and intention to recommend the website. Additionally, they provided extensive written feedback about the reasons why they chose to adopt or not adopt the website, about frequency of use, and technical problems encountered. Thematic analysis was used to code the feedback into themes. A follow-up questionnaire 3 months after the usage asked if the usage was maintained for a longer time.

Results:

A total of 48 parents and 67 professionals (54 learning therapists, 13 school psychologists) participated. Adoption was primarily driven by information need and interest, while time constraints and previous knowledge of the information limited engagement. Multinomial logistic regression showed that, for the Help System for interventions, the likelihood of a less positive qualitative feedback was higher when professionals were more experienced (β = 0.18, SE = 0.08, P = 0.02). Technical issues were rare. Regression analyses confirmed the 2023 findings: content perception predicted satisfaction (R2=0.45, F2,45=18.80, P<.001), continuance intention (R2=0.32, F2,45=11.07, P<.001), and intention to recommend (R2=0.53, F2,45=25.37, P<.001) among parents. while usability was the key predictor of satisfaction (β=.030, P=.01; R2=0.12, F1,47=6.55, P=.013), continuance intention (β=.038, P=.01; R2=0.12, F1,47=6.61, P=.013) and intention to recommend (β=.072, P=.001; R2=0.19, F1,47=11.29, P=.002) for professionals for the HS. Follow-up data three months post-study revealed that most participants did not continue using the platform, citing lack of ongoing need, though some professionals returned for the Help System or to share the site with clients.

Conclusions:

These findings highlight the importance of ongoing content updates for sustained engagement of users, potential division of content according to the experience level of the users, and continued effort on improving usability and user experience of the Help System tool.