scholarly journals Feasibility and Acceptability of ‘VitaVillage’: A Serious Game for Nutrition Education

Nutrients ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 189
Author(s):  
Nienke M. de Vlieger ◽  
Lachlan Sainsbury ◽  
Shamus P. Smith ◽  
Nicholas Riley ◽  
Andrew Miller ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Computer Games ◽  
Primary Schools ◽  
Child Nutrition ◽  
Eating Behaviour ◽  
Nutrition Knowledge ◽  
Serious Game ◽  
T1 And T2 ◽  
Education Tool ◽  
Long Term Impact

Computer games have previously been used to improve nutrition knowledge in children. This paper describes the acceptability and feasibility of a serious game, “VitaVillage”, for improving child nutrition knowledge. VitaVillage is a farming-style game in which the player undertakes quests and completes questions aimed at increasing several aspects of nutrition and healthy eating knowledge. Children aged 9–12 years in two primary schools (control vs. intervention) completed a nutrition knowledge questionnaire at baseline (T1) and after 1 week (T2). Participants at the intervention school (n = 75) played VitaVillage for 20 minutes on two occasions. Control participants (n = 94) received no nutrition education. Likeability question scores and written feedback from intervention participants was reported qualitatively. Paired sample t-tests were used to compare T1 and T2 nutrition knowledge changes between control and intervention participants. Engagement with VitaVillage improved children’s overall nutrition knowledge (Mean increase of 2.25 points between T1 and T2, Standard Deviation (SD) 6.31, p = 0.035) compared to controls. The game was liked overall (mean score 77 (SD 24.6) on scale of 0–100) and positive feedback was given. Results indicate that VitaVillage has the potential to be successful as a nutrition education tool. In the future, VitaVillage’s content and gameplay will be revised, extended and evaluated for its long-term impact on eating behaviour and knowledge changes.

The Effects of Computer Game on Preschool Children’s Nutrition Knowledge and Junk Food Intake Behavior (Preprint)

2021 ◽  
Author(s):  
Chin-En Yen
Keyword(s):  
Food Intake ◽  
Nutrition Education ◽  
Computer Games ◽  
Computer Game ◽  
Nutrition Knowledge ◽  
Control Group ◽  
Junk Food ◽  
Nutritional Knowledge ◽  
Children's Nutrition ◽  
Game Intervention

BACKGROUND Computer games can increase children’s interest in learning, and then improve their nutritional knowledge, and their dietary intake behavior. OBJECTIVE The purpose of this study was to evaluate the short-term effectiveness of computer games on preschool children's nutrition knowledge and junk food intake behavior. This study was a cross-sectional study. METHODS We recruited 104 preschool children age 5-6 years from preschools and randomly assign to experiment group (n=56) and control group (n=48). The researchers used Construct 2 to design and produce the "Healthy Rat King" computer game as a nutrition education tool for children. The computer game courses intervention was one hour per week for four consecutive weeks in experiment group, and the control group did not received computer game intervention. RESULTS The results showed that the nutrition knowledge score of children in experiment group were significant higher than the control group after four weeks of computer game course intervention, and the frequency of chocolate, candies, and ice cream intake was significantly reduced in experiment group after four weeks of computer game intervention. CONCLUSIONS computer game teaching suggested that improved children’s nutrition knowledge and decreased the frequency of junk food intake.

scholarly journals Nutrition education improves knowledge and BMI-for-age in Ghanaian school-aged children

2021 ◽  
Vol 21 (2) ◽  
pp. 927-941
Author(s):  
Reginald A Annan ◽  
Charles Apprey ◽  
Godwin O Agyemang ◽  
Diane M Tuekpe ◽  
Odeafo Asamoah-Boakye ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Primary Schools ◽  
Growth And Development ◽  
Intervention Group ◽  
Nutrition Knowledge ◽  
Control Group ◽  
Post Intervention ◽  
School Aged Children ◽  
Education Group ◽  
Children Nutrition

Background: Adequate nutrition is required for growth and development in children. This study tested the effectiveness of nutrition education on knowledge and BMI-for-age (BFA) of school-aged children in the Kumasi Metropolis. Methods: Children, aged 9-13 years old were recruited from ten randomly selected primary schools in the Metropolis. The schools were randomly allocated into 3 groups: nutrition education (3 schools), physical activity (PA) education (3 schools), both interventions (2 schools), or control (2 schools). Following a baseline nutrition and PA knowledge and status assess- ment in 433 children, twice-monthly nutrition and PA education and demonstrations were carried out for 6 months, followed by a post-intervention assessment. Results: PA and nutrition knowledge improved in all groups (P<0.001); the highest improvement was among those who received both interventions (31.0%), followed by the nutrition education group (29.8%), and the least, the control group (19.1%). Overall, BFA improved by +0.36, from baseline (-0.26) to end of the intervention (+0.10, P<0.001). Within the groups, the nutrition group (+0.65, P<.001) had the highest improvement, then, both the intervention group (+0.27, P<0.001), the PA group (+0.23, P<0.001) and lastly, the control group (+0.18, P=0.001). Conclusion: Nutrition education could improve knowledge and BMI-for-age in school-aged children in Ghana. Keywords: School-aged children; nutrition education; BMI-for-age; nutrition knowledge; basic school.

scholarly journals Impact of nutrition education on nutrition knowledge of public school educators in South Africa: A pilot study

2012 ◽  
Vol 17 (1) ◽  
Author(s):  
Wilna H. Oldewage-Theron ◽  
Abdulkadir Egal
Keyword(s):  
Social Sciences ◽  
South Africa ◽  
Public Schools ◽  
Pilot Study ◽  
Nutrition Education ◽  
Role Models ◽  
Primary Schools ◽  
Nutrition Knowledge ◽  
Life Orientation ◽  
Before And After

The Department of Basic Education (DBE) has not given nutrition education the necessary emphasis that it needs, despite its importance in South African schools. Nutrition is included as only one of many topics forming part of the Life Orientation syllabus. Educators are role models for learners in making healthy food choices, however, studies have shown that major gaps exist in the health and nutrition-related knowledge and behaviour of educators. The objective of this research was to undertake a pilot study to determine the impact of a nutrition education programme (NEP) on the nutrition knowledge of Life Orientation educators in public schools in South Africa (SA). An exploratory baseline survey, to determine the nutrition education practices in 45 purposively selected public schools, was carried out before the experimental nutrition education intervention study. A nutrition knowledge questionnaire was completed by 24 purposively selected educators, representing all nine provinces in SA, before and after a three-day NEP. Pre and post-NEP data were analysed on the Statistical Package for Social Sciences (SPSS) for a Windows program version 17.0 for descriptive statistics, version 17.0. Paired t-tests measured statistically significant differences (p < 0.05) before and after the NEP. The knowledge of the respondents improved significantly after the NEP as the mean±s.d. score of correctly answered questions (n = 59) improved from 63.3±30.2% before to 80.6±21.1% after the NEP. The results proved that nutrition knowledge of Life Orientation educators in primary schools is not optimal, but can be improved by NEP. OpsommingDie Departement van Basiese Opvoeding het nog nie die nodige aandag aan voeding voorligting in skole gegee nie ten spyte van die belangrikheid daarvan. Voeding word aangebied as een van vele aspekte in die Lewensoriëntasie sillabusse. Onderwysers is rolmodelle om gesonde voedsel keuses te maak vir kinders, maar studies het bewys dat tekortkominge bestaan in die gesondheid en voeding verwante kennis en optrede van onderwysers. Die doel van hierdie loods studies was om die impak van ‘n voeding voorligting program op die voeding kennis van Lewensoriëntering onderwysers in publieke skole in Suid Afrika (SA) te bepaal. ‘n Basislyn ondersoek was uitgevoer om die voeding praktyke van onderwysers uit 45 doelbewuste gekose publieke skole te bepaal voor en na die implementering van ‘n eksperimentele voeding voorligting intervensie studie. ‘n Voeding kennis vraelys is deur 24 doelbewuste gekose onderwysers, verteenwoordigend van al nege provinsies in SA, voltooi voor en na die drie-dag voeding voorligtingsprogram. Beide pre en post data is geanaliseer op die Statistical Package for Social Sciences (SPSS) vir Windows program, uitgawe 17.0, vir beskrywende statistieke. Gepaarde t-toetse is gebruik om statisties betekenisvolle verskille (p < 0.05) voor en na die intervensie te bepaal. Die kennis van die respondent het betekenisvol verbeter na die intervensie aangesien die gemiddelde ±s.d. uitslag van die vrae wat korrek geantwoord is (n = 59) van 63.3±30.2 persent voor tot 80.6±21.1 persent na die intervensie verbeter het. Die resultate het bewys dat die voeding kennis van Lewensoriëntering onderwysers in publieke skole in SA nie optimaal is nie, maar dat dit kan verbeter deur voeding voorligtingsprogramme.

scholarly journals A school-based nutrition education program involving children and their guardians in Japan: facilitation of guardian-child communication and reduction of nutrition knowledge disparity

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Keiko Asakura ◽  
Sachie Mori ◽  
Satoshi Sasaki ◽  
Yuji Nishiwaki
Keyword(s):  
Public Schools ◽  
Nutrition Education ◽  
Education Program ◽  
Primary Schools ◽  
Dietary Habits ◽  
Nutrition Knowledge ◽  
Noncommunicable Diseases ◽  
Knowledge Level ◽  
School Based ◽  
Nutrition Education Program

Abstract Background Since the risk of noncommunicable diseases is closely associated with dietary intake, it is important to establish healthy dietary habits in childhood. Although several dietary education programs for children have been attempted, their implementation at school was often difficult due to overcrowded study curricula. We developed a new program which included homework for children and guardians, and evaluated its effect. Determinants of the effect were also investigated. Methods The school-based nutrition education program including a 45-min lecture, a series of homework assignments involving children and guardians, and two handouts was implemented in 14 public primary schools in Japan. Seven schools each underwent the intervention in an alternating manner. Nutrition knowledge (percentage (%) of correct answers in the nutrition knowledge questionnaire) and attitude/behavior toward diet was evaluated three times (May (baseline), October, February) as outcomes. These factors and their changes following the intervention were assessed by linear mixed models to adjust for individual factors, with consideration to clustering of the participants and repeated measurements. Results In total, 2227 children aged 10–12 years and their guardians participated. All schools completed the program. Children’s nutrition knowledge level was significantly increased (8.7%, 95% confidence interval [7.7–9.7]) following the intervention. Communication between children and their guardians, which was positively related with nutrition knowledge, was facilitated by the intervention. The increase in nutrition knowledge was greater among children with a lower knowledge level at baseline. Conclusions This school-based nutrition education program was effective and feasible. Appropriate teaching materials for homework can reduce the burden on schools and facilitate communication between children and guardians. Public schools can be crucial venues for decreasing disparities in nutrition knowledge. Trial registration This study was registered as an intervention study in the UMIN Clinical Trials Registry (trial ID: UMIN000029252) on Sep 22, 2017.

scholarly journals Differential Effectiveness of Lifestyle Modification and Nutrition Education in Enhancing Nutritional Knowledge and Healthy Eating Practices Among Pupils, Nigeria

2019 ◽  
Vol 11 (11) ◽  
pp. 84
Author(s):  
Kolawole Olanrewaju Ayodele ◽  
Rita Nkiruka Ezeokoli ◽  
Ogechukwu Emmanuel Okondu
Keyword(s):  
Nutrition Education ◽  
Healthy Eating ◽  
Primary Schools ◽  
Lifestyle Modification ◽  
Eating Behaviour ◽  
Analysis Of Covariance ◽  
Nutritional Knowledge ◽  
Differential Effectiveness ◽  
Ogun State ◽  
Eating Practices

The eating patterns of children in the last few decades along with the general population have changed. The population now consume a greater amounts of high-fat, high-salt, and high-sugar foods which have constituted numerous health challenges. This study examined the differential effectiveness of nutrition education and life modification intervention on healthy eating practices among primary school pupils in Ikenne Local Government Area of Ogun State, Nigeria. A sample of 240 primary 5 and 6 pupils from 3 primary schools were randomly selected from three public primary schools in Ikenne LGA of Ogun State, Nigeria. One standardized instrument was used in collecting data while analysis of covariance statistical method was used to analyze the generated data. Results showed a significant differential effectiveness of lifestyle modification (LM), nutrition education (NE) and when combined as a treatment (LM/NE) enhanced participants&rsquo; nutritional knowledge and healthy eating behaviour. The study also revealed that female pupils in all the three groups benefited more compared to their male counterparts after treatment. This study concluded that the treatment programmes are veritable tools in enhancing the knowledge of personal food intake and this knowledge will increase the individuals&#39; potential and decisions to continue to utilize nutrition information in the choice of daily food and monitoring salt and sugar intake to prevent diet-related illness. Therefore, enhancing healthy living among the citizens.

Nutritional status, physical activity and associated nutrition knowledge of primary school learners

2020 ◽  
Vol 26 (2) ◽  
pp. 115-125 ◽  
Author(s):  
Tavonga M Muderedzwa ◽  
Tonderayi M Matsungo
Keyword(s):  
Physical Activity ◽  
Nutritional Status ◽  
Primary School ◽  
Nutrition Education ◽  
Primary Schools ◽  
Dietary Diversity ◽  
Nutrition Knowledge ◽  
World Health ◽  
Categorical Variables ◽  
Double Burden

Background: Nutrition education has the potential to improve eating habits, physical activity and nutritional status of schoolchildren. Aim: This study aimed to determine the nutritional status, physical activity levels and the associated nutrition knowledge of primary school learners aged 9–14 years in Harare, Zimbabwe. Methods: A cross-sectional survey was conducted among learners ( n = 368) from eight primary schools. A self-administered questionnaire was used to collect sociodemographic, nutrition knowledge and physical activity data. The weights and heights were measured using World Health Organization (WHO) standards. Pearson chi-square and Fisher’s exact tests were used to assess association between categorical variables. Binary logistic regression was used to explore the determinants of wasting and overweight. The level of significance was set at p < 0.05. Results: Overweight, wasting and stunting affected 25.8%, 6.3% and 3% of the learners, respectively. Only 52.7% of the learners achieved the WHO recommended 60 minutes of physical activity. The mean±standard deviation nutrition knowledge score of the learners was 70.3±10.9%. Stunted children were more likely to be wasted (odds ratio (OR) = 4.38; 95% confidence interval (CI) 1.07–17.8; p = 0.039). Inadequate dietary diversity score (OR = 0.44; 95% CI 0.22–0.87; p = 0.018) and using non-active forms of transportation (OR = 2.69; 95% CI 1.52–4.76; p = 0.001) were a significant predictor of overweight among the learners. Conclusions: Overweight was the leading form of malnutrition, coexisting with undernutrition, reflecting the presence of a ‘double burden of malnutrition’. Therefore, comprehensive and multi-sectoral interventions to improve healthy eating and physical activity are warranted.

scholarly journals Evaluation of the Nutrition Education at Primary School (NEAPS) programme

1999 ◽  
Vol 2 (4) ◽  
pp. 549-555 ◽  
Author(s):  
Sharon Friel ◽  
Cecily Kelleher ◽  
Paula Campbell ◽  
Geraldine Nolan
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
School Children ◽  
Primary Schools ◽  
Eating Behaviour ◽  
Education Programme ◽  
Educational Programme ◽  
Rural Children ◽  
Food Diaries ◽  
The Impact

AbstractObjective:To assess the impact and suitability of a pilot dietary educational programme for primary school pupils. The Nutrition Education at Primary School (NEAPS) programme aimed to build awareness of the benefits of healthy eating, induce positive behaviour change and increase the children's knowledge.Design:A comparative quasi-experimental study with follow-up after 3 months.Setting:Eight primary schools in the Eastern and North Western Health Boards and three control schools in the same board regions.Subjects:Data were used from 821 Irish school children aged 8–10 years old.Methods:The education programme comprised 20 sessions over 10 weeks including circular worksheets, homework assignments and an aerobic exercise regime. At baseline and after 3 months pupils completed food diaries and a validated food pairing questionnaire on food behaviour, knowledge and preferences.Results:Significant differences were found in the intervention children's behaviour and preference levels after the NEAPS programme (P < 0.01 in both sections). Knowledge levels were very high at baseline and though some individual items improved, average change overall was not significant. Rural children appeared to benefit more in behaviour and preferences from the programme (P < 0.01). The NEAPS programme appeared to be less effective in pupils in disadvantaged areas (P < 0.01 for each of the sections: behaviour, preference and knowledge). One hundred and eighty-seven children completed food diaries. The intervention children's consumption of fruit and vegetables increased, and they consumed less salty snacks after the programme. Rural children were confirmed to have healthier diets at baseline.Conclusions:Following the NEAPS pilot programme positive changes were seen in the school children's eating behaviour and preferences for healthier foodstuffs. This suggests successful development of a culturally sensitive nutrition education programme for school children aged 8–10 years.

scholarly journals The Effectiveness of the Foodbot Factory Mobile Serious Game on Increasing Nutrition Knowledge in Children

Nutrients ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 3413
Author(s):  
Hannah M. Froome ◽  
Carly Townson ◽  
Sheila Rhodes ◽  
Beatriz Franco-Arellano ◽  
Ann LeSage ◽  
...  
Keyword(s):  
Mobile Application ◽  
Child Nutrition ◽  
Nutrition Knowledge ◽  
Dietary Guidelines ◽  
Serious Game ◽  
Control Group ◽  
Limited Data ◽  
Significant Difference ◽  
Vegetables And Fruits ◽  
Grain Foods

The interactive and engaging nature of serious games (i.e., video games designed for educational purposes) enables deeper learning and facilitates behavior change; however, most do not specifically support the dissemination of national dietary guidelines, and there are limited data on their impact on child nutrition knowledge. The Foodbot Factory serious game mobile application was developed to support school children in learning about Canada’s Food Guide; however, its impacts on nutrition knowledge have not been evaluated. The objective of this study was to determine if Foodbot Factory effectively improves children’s knowledge of Canada’s Food Guide, compared to a control group (control app). This study was a single-blinded, parallel, randomized controlled pilot study conducted among children ages 8–10 years attending Ontario Tech University day camps. Compared to the control group (n = 34), children who used Foodbot Factory (n = 39) had significant increases in overall nutrition knowledge (10.3 ± 2.9 to 13.5 ± 3.8 versus 10.2 ± 3.1 to 10.4 ± 3.2, p < 0.001), and in Vegetables and Fruits (p < 0.001), Protein Foods (p < 0.001), and Whole Grain Foods (p = 0.040) sub-scores. No significant difference in knowledge was observed in the Drinks sub-score. Foodbot Factory has the potential to be an effective educational tool to support children in learning about nutrition.

scholarly journals Edukasi gizi pada ibu oleh kader terlatih meningkatkan asupan energi dan protein pada balita

2020 ◽  
Vol 5 (2) ◽  
pp. 156
Author(s):  
Faza Muhammad Abdillah ◽  
Sulistiyawati Sulistiyawati ◽  
Bunga Astria Paramashanti
Keyword(s):  
Nutrition Education ◽  
Protein Intake ◽  
Child Nutrition ◽  
Maternal Nutrition ◽  
Intervention Group ◽  
Wilcoxon Test ◽  
Control Group ◽  
Post Intervention ◽  
Quasi Experimental ◽  
Long Term Impact

Child nutrition can have a long-term impact on the development of future human capital, particularly in relation to cognitive capability, productivity, and economic development. We aimed to investigate the influence of maternal nutrition education on energy and protein intakes of children in community feeding centers. This study used a quasi-experimental design with pre- and post-intervention control group. A total of 38 child-mother pairs were involved in this research. Mothers in the intervention group received nutritional education delivered by trained cadres for eight sessions in a period of four weeks. Nutritional intake data collection using 24-hour recall. Data were analyzed used the Dependent T-test and Wilcoxon test.  The results showed that nutrition education by trained cadres had a statistically significant effect on increasing energy intake (p= 0,000) and also on protein intake (p= 0,001) in children under-five. Educating mothers about child nutrition significantly increased child energy and protein intake. Involving trained cadres as the educators may result in an effective intervention to improve child dietary intake.

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