Table 3 Codes, categories, and subcategories of key features of mobile applications for adolescent self-care
From: Design and usability evaluation of a mobile application for self-care among Iranian adolescents
An example of extracted codes | Sub-categories | Categories |
|---|---|---|
1. The use of images (relevant, appropriate, clear) | Application graphics | Application appearance |
2. The use of colors suitable for adolescents (relaxing, happy, energizing) | ||
3. The use of indicator arrow in the required sections for better understanding | ||
1. Tabular form of the screen | Structuring | |
2. Having a different sequence in the sections in order not to cause boredom in the user | ||
3. Convenient display of content in each section (easy to load) | ||
1. The use of voice or sound for more impact | Using new media | The content architecture of the application |
2. The use of films or short videos | ||
3. The use of animation | ||
1. Being free | Technical capabilities of the application | |
2. Application flexibility based on user preferences | ||
3. The possibility of step-by-step access to each section | ||
1. Concise and useful content of each section | Training considerations | |
2. Having a conclusion at the end of each section | ||
3. Non-presentation and teaching inappropriate content | ||
1. The possibility of adding a spiritual part to the application | Suggested add-on capabilities | |
2. The possibility of adding a psycho section in the application | ||
3. The possibility of continuous follow-up of the user's health | ||
1. Having an interactive function | General requirements of the application | |
2. Being user-friendly | ||
3. Having a public aspect | ||
1. Emphasizing the importance of breakfast | Nutrition | Self-care application content |
2. Providing a food plan to reduce stress | ||
3. Providing a food plan to strengthen memory | ||
1. Teaching sports movements | Physical activity | |
2. Using arrows to show movements related to sports | ||
3. Determining suitable times for exercise | ||
1. Women's health education | Personal hygiene | |
2. The possibility of dental consultation | ||
3. Sleep hygiene education | ||
1. Creating a website for the risky behaviors section | Risky behaviors | |
2. Teaching methods for preventing risky behaviors | ||
3. Teaching strategies to deal with risky behaviors | ||
1. Providing solutions to deal with incidents | Events | |
2. Increasing awareness about the consequences of injuries and events | ||
3. Teaching methods of preventing events and injuries |