scholarly journals Can healthy checkout counters in supermarkets promote healthier food choices? Two real-life experiments in supermarkets in a disadvantaged urban area in the Netherlands

2020 ◽  
Author(s):  
Marlijn Huitink ◽  
Maartje P. Poelman ◽  
Jacob C. Seidell ◽  
Lothar D. J. Kuijper ◽  
Trynke Hoekstra ◽  
...  
Keyword(s):  
The Netherlands ◽  
Urban Area ◽  
Control Period ◽  
Experimental Studies ◽  
Real Life ◽  
Future Research ◽  
Intervention Period ◽  
Quasi Experimental ◽  
The Impact ◽  
Unhealthy Snacks

Abstract Background Most foods displayed at supermarket checkouts are unhealthy and do not support healthy purchases. This study investigates the sales effects of introducing healthier alternatives at supermarket checkouts. Methods We performed two real-life quasi-experimental studies in supermarkets located in a disadvantaged urban area in the Netherlands. In Study 1, we examined the impact of substituting healthier options for all the unhealthy snacks at checkouts (n = 1 supermarket). In Study 2, we investigated the impact of placing healthier snacks at checkouts (placement intervention), as well as the impact of offering a discount on healthier checkout snacks (placement + price intervention), while continuing to display unhealthy snacks for sale (n = 2 supermarkets). Supermarket sales data were used to measure purchases. Results In Study 1, median weekly sales/1000 customers of checkout snacks were 2.3 times lower (SE: 1.1, 95% CI: 1.9–2.7) during the intervention period – when healthier options were substituted for the entire unhealthy snack assortment – (median: 10, IQR: 2.8), as compared to the control period (median: 24, IQR: 2.8). In Study 2, median daily sales/1000 customers of healthier snacks were 2.1 times higher (SE: 1.3, 95% CI: 1.3–3.3) during the placement-intervention period (median: 7.8, IQR: 4.6), as compared to the control period (median: 4.2, IQR: 4.6). Similarly, median daily sales/1000 customers of healthier snacks were 2.7 times higher (SE: 1.2, 95%CI: 2.0–3.6) during the placement + price-intervention period (median: 5.8, IQR: 2.2), as compared to the control period (median: 2.2, IQR: 4.7). There was no difference between the effect of the placement intervention and that of the placement + price intervention (ratio: 1.1, SE: 1.3, 95% CI: 1.7–1.9). Neither did we observe a decline in purchases of unhealthy snacks (ratio: 1.3, SE: 1.1, 95% CI: 1.1–1.5). Conclusions This study showed that if we want to promote healthier food purchases at supermarket checkouts the substitution of the unhealthy snacks with healthier alternatives is an effective intervention, which is not the case if the unhealthy snacks remain in place at the checkouts, even with discounts on the healthier snacks. Future research should assess the feasibility and willingness of eliminating unhealthy checkout snacks in supermarkets.

scholarly journals The impact of regionalized trauma care on the distribution of severely injured patients in the Netherlands

2021 ◽  
Author(s):  
Suzan Dijkink ◽  
Erik W. van Zwet ◽  
Pieta Krijnen ◽  
Luke P. H. Leenen ◽  
Frank W. Bloemers ◽  
...  
Keyword(s):  
The Netherlands ◽  
Trauma Care ◽  
Trauma System ◽  
Future Research ◽  
Severely Injured ◽  
Trauma Centers ◽  
Severely Injured Patients ◽  
The Right ◽  
Injured Patients ◽  
The Impact

Abstract Background Twenty years ago, an inclusive trauma system was implemented in the Netherlands. The goal of this study was to evaluate the impact of structured trauma care on the concentration of severely injured patients over time. Methods All severely injured patients (Injury Severity Score [ISS] ≥ 16) documented in the Dutch Trauma Registry (DTR) in the calendar period 2008–2018 were included for analysis. We compared severely injured patients, with and without severe neurotrauma, directly brought to trauma centers (TC) and non-trauma centers (NTC). The proportion of patients being directly transported to a trauma center was determined, as was the total Abbreviated Injury Score (AIS), and ISS. Results The documented number of severely injured patients increased from 2350 in 2008 to 4694 in 2018. During this period, on average, 70% of these patients were directly admitted to a TC (range 63–74%). Patients without severe neurotrauma had a lower chance of being brought to a TC compared to those with severe neurotrauma. Patients directly presented to a TC were more severely injured, reflected by a higher total AIS and ISS, than those directly transported to a NTC. Conclusion Since the introduction of a well-organized trauma system in the Netherlands, trauma care has become progressively centralized, with more severely injured patients being directly presented to a TC. However, still 30% of these patients is initially brought to a NTC. Future research should focus on improving pre-hospital triage to facilitate swift transfer of the right patient to the right hospital.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

Pocket Cartoons

2021 ◽  
pp. 579-595
Author(s):  
Yin Yin Khoo ◽  
Robert Fitzgerald
Keyword(s):  
Undergraduate Students ◽  
Financial Literacy ◽  
Experimental Methodology ◽  
Future Research ◽  
Control Group ◽  
Learning Collaborative ◽  
Economics Students ◽  
Quasi Experimental ◽  
Cartoon Characters ◽  
The Impact

This study examines the impact of using cartoons shared through mobile devices to promote awareness and to aid in the development of financial literacy among Economics students in Malaysia. The study also investigates the use of these ‘mobile cartoons' to develop students' communication skills. The study involved a quasi-experimental methodology investigating the learning outcomes of 91 undergraduate students. Data was acquired through surveys and interviews. The results showed a higher mean for the experimental group (Mobile Learning Collaborative) than the control group (Conventional Collaborative). Future research may focus on the improvement in the design of the intervention with a particular focus on expanding the range of cartoon characters.

The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis

2020 ◽  
pp. 001440292096918
Author(s):  
Asha K. Jitendra ◽  
Ahmed Alghamdi ◽  
Rebecca Edmunds ◽  
Nicole M. McKevett ◽  
John Mouanoutoua ◽  
...  
Keyword(s):  
Variance Estimation ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Tier 2 ◽  
Mathematics Interventions ◽  
Treatment Groups ◽  
Tier 2 Interventions ◽  
Mathematics Difficulties ◽  
Quasi Experimental

This meta-analysis examined the effectiveness of supplemental Tier-2 mathematics interventions for students with mathematics difficulties (MD). We reviewed 39 experimental and quasi-experimental studies that included 40 independent samples, with 61 treatment groups. Utilizing robust variance estimation (RVE), results revealed a treatment effect of 0.41. Mixed-effects meta-regression analyses revealed that Tier-2 interventions were moderated by intervention model type, group size, and type of measure. We present recommendations for future research and implementation of mathematics practices.

The role of implicit learning in logo substitution

2019 ◽  
Vol 36 (5) ◽  
pp. 610-619 ◽  
Author(s):  
Rafal Ohme ◽  
Christo Boshoff
Keyword(s):  
Implicit Learning ◽  
Experimental Studies ◽  
Target Market ◽  
Human Beings ◽  
Content Type ◽  
Quasi Experimental ◽  
Low Levels ◽  
The Impact ◽  
A Company

Purpose Some marketers have challenged psychologists’ contention that human beings can only learn by using conscious effort. They argue that advertising can be effective at low levels of (or even no) attention. Also, despite the absence of (or low levels of) consciousness, these subconscious responses can be linked to brands. The purpose of this study is to investigate the impact of implicit learning in the context of logo substitution – an image that may not look like the original logo, and may not even be consciously associated with the original brand or its logo. Design/methodology/approach Data were collected by means of two quasi-experimental studies. Findings The results suggest that, thanks to implicit learning, logo substitution can be effective. Research limitations/implications One limitation was that data were collected from two relatively small convenience samples. Practical implications Logo substitution can be of value when a company faces a situation when advertising is banned or restricted, when the target market is saturated with marketing stimuli (clutter) and when there is a risk that aggressive advertising can lead to psychological reactance. The purpose of logo substitution would then be to unobtrusively activate mental representations closely related to the original logo. Originality/value The central contribution of this study is that it demonstrates how the principles of implicit social cognition, implicit learning and logo substitution can be used by marketers to overcome the undesirable and even adverse advertising circumstances they sometimes face.

EXPERIMENTAL STUDY ON RECYCLED CONCRETE WITH STEEL FIBERS AS A SUSTAINABLE BUILDING MATERIAL

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Olivia Mirza ◽  
Dane Wigg ◽  
Won Hee Kang ◽  
Sepani Senaratne ◽  
Vivian Tam ◽  
...  
Keyword(s):  
Natural Resources ◽  
Construction Industry ◽  
Construction Material ◽  
Experimental Studies ◽  
Recycled Concrete ◽  
Steel Fibers ◽  
Future Research ◽  
Sustainable Solutions ◽  
Structural Reinforcement ◽  
The Impact

The global demand for construction aggregate exceeds 26 billion tons per year. With global policy attention directed towards climate change, environmental and economic sustainability, changes are required to the Australian construction industry regarding the extraction of natural resources. In particular, the concrete industry requires seeking innovative, sustainable solutions for reducing the impact of construction and maintenance on the environment. The majority of structures in Australia use reinforced concrete. Therefore, using environmentally and economically sustainable materials such as recycled concrete in construction would preserve natural resources and reduce construction waste and overall costs. There is considerable research available on the use of recycled concrete as a construction material and the use of steel fibers as structural reinforcement has been studied since the 1960’s. However, there is very little research on the combination of the two as a construction material for concrete structures. This study focused on secondary beams made of recycled concrete with the incorporation of steel fibers. This combination offers a structurally sound material that will provide a durable and sustainable solution to Australian Construction Industry. Experimental studies were conducted to validate the performance of the new material in a structural application. Based on the results of the study, recommendations for future research and design applications using these materials are made.

I am ugly, but I am tender: the dominance of moral character and warmth

2018 ◽  
Vol 8 (2) ◽  
pp. 153-176
Author(s):  
Joseph W. Chang
Keyword(s):  
Experimental Studies ◽  
Moral Character ◽  
Negative Influence ◽  
Thinking Styles ◽  
Future Research ◽  
Moral Intuitions ◽  
Content Type ◽  
Brand Evaluations ◽  
Culture Characteristics ◽  
The Impact

Purpose The purpose of this paper is to investigate the dominance of athlete endorser characteristics (i.e. moral character vs warmth) on athlete endorser perception and the influence of tarnished athlete endorsers (i.e. immoral character vs coldness) on brand evaluations from the perspectives of perceiver characteristics, including dispositional tendency, innate moral intuitions, and self-location (SL). Design/methodology/approach This research consists of three experimental studies with 135, 72, and 91 participants, respectively. Study 1 compared the dominance of moral character and warmth on athlete endorser perception. Study 2 examined the impact of perceiver characteristics on the cause-and-effect relationship between tarnished athlete endorsers (i.e. immoral character vs coldness) and brand evaluations. Study 3 investigated the cross-cultural generalizability of the US-based research findings in Study 2 for Indians. Findings Moral character is more influential than warmth on athlete endorser evaluations. Tarnished athlete endorsers with immoral character exert more negative influence than tarnished athlete endorsers with coldness characteristic on brand evaluations. Except for dispositional tendency, innate moral intuitions and SL moderate brand evaluations. Endorser and perceiver characteristics yield asymmetric patterns of influence on Americans’ and Indians’ brand evaluations. Research limitations/implications Future research is needed to verify the causal effects of thinking styles on the relationship between tarnished athlete endorsers and brand evaluations. Practical implications The determination of endorsement continuity has to jointly consider the characteristics of endorsers, perceivers, and cultures. Originality/value This research contributes to the endorsement research by advancing the research scopes of athlete endorser, perceiver, and culture characteristics.

scholarly journals Values Narratives for Personal Growth: Formative Evaluation of the Laws of Life Essay Program

2015 ◽  
Vol 59 (2) ◽  
pp. 269-293
Author(s):  
Victoria Banyard ◽  
Sherry Hamby ◽  
Ed de St. Aubin ◽  
John Grych
Keyword(s):  
Character Education ◽  
Process Evaluation ◽  
Personal Growth ◽  
Expressive Writing ◽  
Experimental Studies ◽  
Well Being ◽  
Future Research ◽  
Long Term Effects ◽  
The Impact ◽  
Writing Exercises

Evidence that even very brief writing exercises can change the way people see themselves and promote more positive mental and physical health has led to increased interest in their use in school settings and elsewhere. To date, however, research designs rely heavily on samples of college students and experimental studies of writing tasks carried out in the lab. There has been less investigation of the potential impact of more naturally occurring expressive writing exercises that exist in places like schools and that focus on adolescents. The current study was a process evaluation of the Laws of Life Essay, a values-based narrative program that was part of participants’ secondary school experience. It examined participants’ views of the impact of the program on their personal growth and, given the age range of participants, allowed for process evaluation of its perceived short- and long-term effects. Qualitative, semistructured interviews with 55 adolescent and adult participants were collected. Themes in participants’ responses included the importance of reflection and reappraisal of values, adversity, and relationships. Participants also discussed the importance of an audience for their writing, a novel finding that suggests one possible way to increase the impact of other narrative programs. Participants described variability in their engagement with expressive writing. This is one of the few studies that examined participants’ own views of the value of expressive writing and their responses suggest directions for future research and implications for designing expressive writing tasks to support social emotional learning and character education in schools and promote well-being at key developmental moments.

scholarly journals The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis

2020 ◽  
Vol 7 (1) ◽  
pp. 735-760
Author(s):  
Hui Shi ◽  
Alan C.K. Cheung ◽  
Elizabeth S.T. Cheung
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Chinese Students ◽  
Learning System ◽  
School Students ◽  
Quasi Experimental ◽  
The Impact ◽  
Positive Effect

Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasi-experimental studies to observe the impact of stratified teaching on students’ academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students’ academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching’s order of effect on different subjects was English > Physics > Geography > Information Technology > Mathematics > Biology > Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system.

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