Integration of Video Games To Support the FCS Education Food Production Standards

2021 ◽  
Vol 113 (2) ◽  
pp. 46-49
Author(s):  
Ezequiel Aleman ◽  
Larysa Nadolny
Keyword(s):  
Food Production ◽  
Educational Games ◽  
Food Service ◽  
Digital Games ◽  
Family And Consumer Sciences ◽  
Digital Environment ◽  
Production Standard ◽  
State Administrators ◽  
Consumer Sciences ◽  
Multiple Games

Digital games can provide fun, motivating, and challenging experiences for students in the classroom. Recent research on educational games has shown that game play can positively influence academic achievement, engagement, and 21st century skills (Abdul Jabbar & Felicia, 2015; Qian & Clark, 2016). When playing games, students solve problems, collaborate with peers, and practice new skills—all within a digital environment. There are multiple games that simulate preparing and serving food. Generally, players are tasked to prepare food based on the requests of customers. Ingredients are processed on different tables or appliances, and final dishes are delivered to customers. Players who fail to complete recipes correctly or take too long during preparation may negatively influence customers' expectations. Although games vary in quality and applicability to the classroom, many address components of the Food Service and Production standard to "integrate knowledge, skills, and practices required for careers in food production and services" (National Association of State Administrators of Family and Consumer Sciences [NASAFACS], 2018, p.1).

scholarly journals Nutrition Curriculum Training for Indiana High School Family and Consumer Sciences Teachers: Short-term Improvements in Knowledge and Self-efficacy (P16-057-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Elizabeth Kaschalk ◽  
Alyce Fly ◽  
Elizabeth Foland
Keyword(s):  
High School ◽  
Self Efficacy ◽  
School Size ◽  
Intervention Group ◽  
Training Session ◽  
Food Service ◽  
Family And Consumer Sciences ◽  
Baseline Survey ◽  
Nutrition Curriculum ◽  
Consumer Sciences

Abstract Objectives To examine training outcomes in high school Family and Consumer Sciences (FACS) teachers utilizing a new nutrition curriculum: Forecasting Your Future: NUTRITION MATTERS created by Indiana Department of Education and Indiana University. To compare responses of untrained teacher controls (CON) with responses from teachers before curriculum training in an intervention group (INT) to prepare for a later randomized controlled intervention with students in Fall 2018. Methods FACS teacher volunteers were recruited for a curriculum training session prior to a state conference. Teachers were randomly assigned to INT (n = 40, spring 2018 training) or CON (n = 40, delayed training, spring 2019) after stratifying by school size. Teachers completed a 60-item Qualtrics baseline survey that assessed self-efficacy to teach nutrition, daily need for fruit (F) and vegetables (V), other knowledge from Dietary Guidelines for Americans (DGA), attitudes towards FV, and partnering with foodservice. Groups were compared at baseline with Independent t-tests and Chi-square, where α = 0.05. INT completed a second 22-item Qualtrics survey post-training. Changes in knowledge of DGA and self-efficacy to teach nutrition were determined by paired t tests. Frequency of teachers satisfied with training, and methods learned to partner with food service were recorded. Results Of 80 teachers recruited, 22 INT and 24 CON enrolled in the study. INT and CON were similar in age (P = 0.986), sex (P = 0.291), school size (P = 0.81), and, prior to training, overall knowledge of DGA (P = 0.076), nutrition teaching self-efficacy (P = 0.984), attitudes towards F (P = 0.056), V (P = 0.259), intentions to eat F (P = 0.894), V (P = 0.597), and estimated intake of F (P = 0.267), V (P = 0.543). Post-training (INT post vs INT pre), self-efficacy to teach nutrition (P = 0.026) and knowledge of DGA(P = 0.002) increased. Most INT (90.9%) were satisfied with training, 81.8% learned strategies to partner with food service and 95.5% felt confident teaching the curriculum. Conclusions Outcomes and satisfaction from training indicate this training may facilitate implementation of the curriculum. The lack of any significant differences between INT and CON suggests teacher groups are equivalent at baseline for student intervention. Funding Sources USDA TEAM Nutrition.

Learn-and-play personalised reasoning from point-and-click to virtual reality mobile educational games

2021 ◽  
pp. 1-12
Author(s):  
Spyros Papadimitriou ◽  
Margaritis Kamitsios ◽  
Konstantina Chrysafiadi ◽  
Maria Virvou
Keyword(s):  
Virtual Reality ◽  
Learning Process ◽  
Educational Games ◽  
Digital Games ◽  
Educational Content ◽  
Mobile Games ◽  
Innovative Work ◽  
Immersive Environment ◽  
Positive Effect ◽  
Multiple Games

Nowadays, the use of digital games for educational purposes becomes increasingly popular. The immersive environment of a digital game causes pleasant feelings to players motivating them to participate more actively in the learning process. However, there is a variety of educational games in terms of graphics and mechanics, and each player prefers to play different game categories. For maximizing the learner’s engagement and educational results, the incorporation of the same educational content into multiple games’ categories is the solution. Nevertheless, the update of the educational content in all games increases complexity. In this paper, a mechanism that uses web services and achieves the portability of the same educational content in two completely different categories of mobile games (a point-and-click game and a virtual reality game) is presented. The gain of this innovative work is that the same educational content and mechanism can be accessible by any game’s category and platform taking advantage of the game’s characteristics, in order to motivate the student to participate in the learning process and increase her/his engagement in it. The evaluation of the presented system indicates that the integration of the same educational content to different games has a positive effect on educational results.

scholarly journals Scenario of research on Food Service in Brazil

2017 ◽  
Vol 30 (1) ◽  
pp. 1-12
Author(s):  
Flávia Milagres CAMPOS ◽  
Shirley Donizete PRADO ◽  
Fabiana Bom KRAEMER ◽  
Francisco Romão FERREIRA ◽  
Maria Cláudia da Veiga Soares CARVALHO
Keyword(s):  
Food Production ◽  
Graduate Programs ◽  
Science And Technology ◽  
Food Service ◽  
Scientific Production ◽  
Main Trend ◽  
Food Science ◽  
Research Groups ◽  
Nutrition Research ◽  
Object Of Study

ABSTRACT Objective: The present study aims to investigate the scenario of research on Food Service in Brazil based on the Stricto Sensu Graduate Programs in Nutrition, research groups, and scientific production. Methods: A search of the research lines including studies related to this topic and the researchers engaged in those studies was conducted. The research groups were identified on the Directory of Research Groups in Brazil website and the profile of the scientific production was based on articles included in the Scientific Electronic Library Online database. Articles published in international journals that were related to research lines focused on food production were also searched and analyzed. Results: The search identified only two graduate programs with research lines that describe the food production as the object of study although 13 graduate programs carry out research related to Food Service, especially focused on nutritional and sanitary aspects of food. The same trend was observed in the national articles. The internationalization of these two research line results from the academic publication in 22 different journals over the past 5 years. Thirty five professors were identified and most of them hold a PhD in Food Science and Technology. The number of research groups increased from two in 2000 to twenty nine in 2010. Conclusion: The inclusion of Food Service in graduate programs is still limited. The main trend observed is towards a closer relationship with Food Science and Technology in terms of the lines of research, professional qualification, and published studies.

scholarly journals Family and Consumer Sciences

2021 ◽  
Author(s):  
Crystal Tyler-Mackey ◽  
Karen DeBord
Keyword(s):  
Family And Consumer Sciences ◽  
Consumer Sciences
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