Background: Teaching health and self-care during childhood is essential for promoting long-term well-being. As digital education becomes more prevalent, interactive micro-videos have shown potential as an engaging tool to improve students’ health knowledge and literacy. This study aimed to evaluate the effectiveness of interactive micro-video–based instruction on elementary students’ knowledge, attitudes, and personal health skills. Methods: A quasi-experimental study employing a pre-test post-test design with a control group was carried out from September 2022 to January 2023 in a boys’ elementary school located in Tehran, Iran. Thirty-eight 6th grade students were randomly assigned to either an intervention group (n=19), receiving six sessions of personal health education via interactive micro-videos, or a control group (n=19), receiving conventional instruction. A researcher-developed 40-item questionnaire was validated through expert review (CVI = 0.85) and reliability testing (Cronbach’s α = 0.74–0.90). Data were analyzed using SPSS V.22, including descriptive statistics, independent and paired samples t-tests, and non-parametric alternatives (Mann–Whitney U and Wilcoxon signed-rank tests) where appropriate. Results: Baseline comparisons showed no significant differences between groups in age or access to digital devices. Post-intervention analysis revealed significant improvements in the intervention group in knowledge and personal health skills (p<0.001), while changes in attitude were not statistically significant. Gain scores confirmed a strong effect of the micro-video intervention, particularly in knowledge acquisition. Conclusion: Interactive micro-video instruction significantly enhanced students’ health-related knowledge and skills. The integration of multimedia design principles offers a scalable and effective strategy for school-based health education, especially in contexts requiring flexible and engaging learning formats.
