Gamification of Dietary Decision-Making in an Elementary-School Cafeteria
Gamification of Dietary Decision-Making in an Elementary-School Cafeteria
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DOI：
10.1371/journal.pone.0093872
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发表时间：
2014-04-09
期刊：
影响因子：
3.7
通讯作者：
Desjardins, E. Anne
中科院分区：
文献类型：
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作者：
Jones, Brooke A.;Madden, Gregory J.;Desjardins, E. Anne
尽管这样做对健康有好处，但大多数美国儿童没有摄入足够的水果和蔬菜(FV)。以学校为基础的干预措施可以有效地增加FV消费，但其中最有效的是要求学校分配时间、精力和财政资源来实施该计划：在学术责任和经济紧缩的环境下，学校可能不愿提供这些支出。本演示项目使用基于行为的游戏化方法来开发一种干预措施，旨在增加FV消耗，同时将学校的材料和劳动力成本降至最低。在干预期间，学校(N=180名K-8年级的学生)玩了一个合作游戏，通过摄入高于正常水平的水果或蔬菜(交替处理实验设计)来实现学校水平的目标。学校层面的消费是使用基于重量的自助餐厅垃圾测量来量化的。在13个上学日期间，水果消费量比基线水平增加了66%，蔬菜消费量增加了44%。采用交替处理时间序列设计，在以水果或蔬菜为改善目标的日子里，使用不同水平的FV消费，支持干预在这些总体消费增加中的作用。在干预后的调查中，教师认为干预在课堂上是可行的，学生也喜欢这样做。家长调查显示，干预后，儿童更愿意在家中尝试新的FV，并增加了FV的消费量。这些发现表明，基于行为的游戏化方法在解决学校儿童糟糕的饮食决策方面可能被证明是实际有用的。
Despite the known health benefits of doing so, most US children do not consume enough fruits and vegetables (FV). School-based interventions can be effective in increasing FV consumption, but the most effective of these require that schools allocate their time, effort, and financial resources to implementing the program: expenditures that schools may be reluctant to provide in climates of academic accountability and economic austerity. The present demonstration project used a behaviorally based gamification approach to develop an intervention designed to increase FV consumption while minimizing material and labor costs to the school. During the intervention, the school (N = 180 students in grades K-8) played a cooperative game in which school-level goals were met by consuming higher-than-normal amounts of either fruit or vegetables (alternating-treatments experimental design). School-level consumption was quantified using a weight-based waste measure in the cafeteria. Over a period of 13 school days, fruit consumption increased by 66% and vegetable consumption by 44% above baseline levels. Use of an alternating-treatment time-series design with differential levels of FV consumption on days when fruit or vegetable was targeted for improvement supported the role of the intervention in these overall consumption increases. In post-intervention surveys, teachers rated the intervention as practical in the classroom and enjoyed by their students. Parent surveys revealed that children were more willing to try new FV at home and increased their consumption of FV following the intervention. These findings suggest that a behaviorally based gamification approach may prove practically useful in addressing concerns about poor dietary decision-making by children in schools.