Background: School-based iron supplementation requires educational and behavioral support. Digital education may help, but changes in questionnaire scores do not establish improvements in anemia status.

Objective: To describe development of WINDA-E and explore four-week changes in anemia-related knowledge, attitudes, and self-reported behavior in two schools.

Methods: ADDIE-guided development and a usability pilot preceded a four-week quasi-experimental comparison in two purposively selected schools in Jambi City, Indonesia. One school received WINDA-E and one received conventional education, with 45 participants documented per group. Outcomes were questionnaire-based knowledge, attitudes, and preventive behavior. Analysis was descriptive because school identity was inseparable from intervention condition.

Results: Knowledge scores changed from 56.4 to 78.9 in the intervention school and from 55.8 to 60.3 in the control school. Attitude scores changed from 48.2 to 62.7 versus 47.9 to 50.6, and behavior scores from 44.6 to 66.3 versus 45.1 to 49.2. Differences in mean change were 18.0, 11.8, and 17.6 reported-score units, respectively. Score transformations and assessment-specific analysis denominators were not documented sufficiently to verify these descriptive estimates.

Conclusion: Larger short-term questionnaire-score increases were reported in the WINDA-E school. The findings remain descriptive and provisional because scoring requires verification and intervention cannot be separated from school context. No reduction in anemia was established.