Exploring HTML']HTML5 Package Interactive Content in Supporting Learning Through Self-Paced Massive Open Online Courses on Healthy Aging:Mixed Methods Study

Background: The rapidly aging population and the growth of geriatric medicine in the field of internal medicine are not supportedby sufficient gerontological training in many health care disciplines. There is rising awareness about the education and trainingneeded to adequately prepare health care professionals to address the needs of the older adult population. Massive open onlinecourses (MOOCs) might be the best alternative method of learning delivery in this context. However, the diversity of MOOCparticipants poses a challenge for MOOC providers to innovate in developing learning content that suits the needs and charactersof participants.Objective: The primary outcome of this study was to explore students'perceptions and acceptance of HTML5 package (H5P)interactive content in self-paced MOOCs and its association with students'characteristics and experience in using MOOCs.Methods: This study used a cross-sectional design, combining qualitative and quantitative approaches. Participants, predominantlygeneral practitioners from various regions of Indonesia with diverse educational backgrounds and age groups, completed pretests,engaged with H5P interactive content, and participated in forum discussions and posttests. Data were retrieved from the onlinequestionnaire attached to a selected MOOC course. Students'perceptions and acceptance of H5P interactive content were ratedon a 6-point Likert scale from 1 (strongly disagree) to 6 (strongly agree). Data were analyzed using SPSS (IBM Corp) to examinedemographics, computer literacy, acceptance, and perceptions of H5P interactive content. Quantitative analysis explored correlations,while qualitative analysis identified recurring themes from open-ended survey responses to determine students'perceptions.Results: In total, 184 MOOC participants agreed to participate in the study. Students demonstrated positive perceptions and ahigh level of acceptance of integrating H5P interactive content within the self-paced MOOC. Analysis of mean (SD) value acrossall responses consistently revealed favorable scores (greater than 5), ranging from 5.18 (SD 0.861) to 5.45 (SD 0.659) and 5.28(SD 0.728) to 5.52 (SD 0.627), respectively. This finding underscores widespread satisfaction and robust acceptance of H5Pinteractive content. Students found the H5P interactive content more satisfying and fun, easier to understand, more effective, andmore helpful in improving learning outcomes than material in the form of common documents and learning videos. There is asignificant correlation between computer literacy, students'acceptance, and students'perceptions.Conclusions: Students from various backgrounds showed a high level of acceptance and positive perceptions of leveragingH5P interactive content in the self-paced MOOC. The findings suggest potential new uses of H5P interactive content in MOOCs, such as interactive videos with pop-up questions, to substitute for synchronous learning. The study underscores the significanceof tailored educational strategies in supporting the professional development of health care professionals