The Impact of E-Learning Platforms on Dementia Knowledge Acquisition Among General Public: A Systematic Review

Abstract

Background: Digital learning environments, including Massive Open Online Courses (MOOCs), synchronous web-based seminars, and interactive educational modules, have demonstrated significant efficacy as pedagogical instruments in dementia education, circumventing traditional instructional constraints. This review explores the impact of e-learning platforms on dementia knowledge acquisition among the general public, including informal caregivers. Methods: A systematic review was conducted using four databases: PubMed, SCOPUS, Web of Science, and Science Direct. Eligible studies encompassed peer-reviewed publications in English-language journals, with no specific restrictions imposed on publication dates. Following rigorous application of the predetermined selection criteria, eight studies fulfilled the eligibility requirements for inclusion in this systematic review. Findings: Eight studies were included in the analysis, three quasi-experimental studies, three descriptive studies, and two mixed-methods studies. Findings indicate that digital learning modalities including MOOCs, Tele-Savvy, and Web-based seminars, significantly improve dementia knowledge acquisition, with post-intervention assessments showing notable increases in Dementia Knowledge Assessment Scale (DKAS) scores. Key features such as structured content, interactivity, and multimodal delivery improve engagement and accessibility, contributing to high user satisfaction. Findings from a descriptive study, which included participants ranging from primary school age to 100 years in a mixed-method study, highlight the broad age spectrum of dementia e-learning platforms. Notably, seven out of eight studies demonstrated elevated participant engagement metrics and satisfaction indices among e-learning platform users, with MOOCs demonstrating particularly robust completion rates. Four studies indicated that the platforms’ effectiveness is predominantly attributed to their user-friendliness, while linguistic adaptability further augments engagement and knowledge retention. Conclusion: This systematic review elucidates the significant contribution of e-learning platforms to dementia education, offering scalable and accessible learning solutions. Future research imperatives include investigating longitudinal knowledge retention, evaluating the efficacy of culturally contextualized content, and developing strategies to enhance accessibility across diverse demographic populations.