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Design for Engagement of Online Positive Psychology Interventions

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Book cover Positive Psychological Intervention Design and Protocols for Multi-Cultural Contexts

Abstract

Online Positive Psychology Interventions (oPPIs) can provide a low-cost way to improve wellbeing in the general population. However, for these interventions to be effective, participants need to use them for a longer period of time and need to practice the content in their daily lives. This means that participants need to feel engaged with the intervention in a certain way. The first part of this chapter introduces this need for engagement with online interventions and provides insight in what engagement might actually be in this context. The next part of the chapter will focus on ways technology can be designed to positively influence engagement. This will be illustrated by means of two cases of oPPIs. Next, the chapter will discuss the way engagement might be used to personalize interventions and thereby increase the individual effectiveness. The chapter concludes with a summary of the main learning points.

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Author information

Authors and Affiliations

  1. Centre for eHealth and Wellbeing Research, University of Twente, Enschede, The Netherlands

    Saskia M. Kelders

  2. Optentia Research Focus Area, North-West University, Vanderbijlpark, South Africa

    Saskia M. Kelders

Authors
  1. Saskia M. Kelders
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Correspondence to Saskia M. Kelders .

Editor information

Editors and Affiliations

  1. Department of Industrial Engineering and Innovation Sciences, Human Performance Management Group, Eindhoven University of Technology, Eindhoven, Noord-Brabant, The Netherlands

    Llewellyn Ellardus Van Zyl

  2. Optentia Research Focus Area, North-West University Vaal Triangle Campus, Vanderbijlpark, South Africa

    Sebastiaan Rothmann Sr.

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Kelders, S.M. (2019). Design for Engagement of Online Positive Psychology Interventions. In: Van Zyl, L., Rothmann Sr., S. (eds) Positive Psychological Intervention Design and Protocols for Multi-Cultural Contexts. Springer, Cham. https://doi.org/10.1007/978-3-030-20020-6_13

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