This randomized controlled trial evaluated the effectiveness of an internet-based digital storytelling intervention (DST) on depression literacy, stigma, and help-seeking attitudes among first-year university students. A total of 261 students (63.6% female, Mage = 19.8) were randomly assigned to the DST intervention ( n = 119) or a control group ( n = 142). The intervention consisted of five short narrative-based videos portraying lived experiences with depression, viewed over a four-week period. Self-report measures of depression literacy, stigma, social stigma regarding help-seeking, and attitudes toward seeking psychological help were collected at baseline, post-test, and three-month follow-up. Compared to the control group, the intervention group demonstrated significant improvements in depression literacy (η 2 p = 0.03) and help-seeking attitudes (η 2 p = 0.04), with effects sustained at follow-up. No significant effects were found for reductions in general stigma or perceived social stigma. Exploratory analyses indicated that increases in depression literacy were associated with more positive attitudes toward professional help. Findings suggest that internet-based digital storytelling can effectively enhance depression literacy and promote help-seeking intentions among first-year students, although its impact on stigma appears limited. Future research should investigate tailoring interventions with demographically relevant narratives and stigma-focused content to maximize effectiveness. • The study evaluates a 4-week, internet-based digital storytelling intervention targeting university students. • The intervention led to significant increases in depression literacy. • The intervention improved attitudes toward seeking professional psychological help. • The intervention did not significantly reduce general stigma or social stigma related to help-seeking. • Effects on literacy and help-seeking attitudes were sustained at 3-month follow-up.
Ömer Özer (Sun,) studied this question.