A Web-Based Gamification Program to Improve Nutrition Literacy in Families of 3-to 5-Year-Old Children: The Nutriscience Project
A Web-Based Gamification Program to Improve Nutrition Literacy in Families of 3-to 5-Year-Old Children: The Nutriscience Project
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DOI：
10.1016/j.jneb.2018.10.008
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发表时间：
2019-03-01
影响因子：
2.6
通讯作者：
Barros, Renata
中科院分区：
文献类型：
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作者：
Azevedo, Jose;Padrao, Patricia;Barros, Renata
目的：评估基于网络的游戏化计划对家庭营养素养的影响，并探讨社会经济地位影响的差异。设计：准实验。设置：葡萄牙 37 所幼儿园。参与者：877 个家庭。干预：基于网络的参与者互动社交网络、教育材料、应用程序和营养挑战，重点关注水果、蔬菜、糖和盐。主要成果指标：家长营养素养（自我报告调查 - 4 个维度：营养素、食物份量、葡萄牙食物轮组、食品标签）。分析：一般线性模型 - 使用重复测量来分析对营养素养得分的影响。结果：家庭上传了 1267 个项目（食谱、挑战照片），教育工作者在互动平台上上传了 327 个项目（照片、视频）。对于干预组（n = 106），营养素养的最终平均（SD）得分显着高于基线：78.8%（15.6）vs 72.7%（16.2）； P < .001，无论父母的教育程度和收入状况如何。对照组 (n = 83) 的分数没有观察到显着差异（最终 67.8% [16.1] 与初始 66.4% [15.6]；P = .364）。 结论和启示：游戏化数字互动平台似乎是健康饮食学习过程中有用且易于适应的教育工具。该计划未来的实施将受益于更长时间的干预以及对干预前后家庭饮食习惯的评估。
Objective: Assess the impact of a web-based gamification program on nutrition literacy of families and explore differences in impact by socioeconomic status.Design: Quasi-experimental.Setting: Thirty-seven kindergartens from Portugal.Participants: Eight hundred seventy-seven families.Intervention: Web-based social network of participants' interactions, educational materials, apps and nutritional challenges, focused on fruit, vegetables, sugar, and salt.Main Outcome Measures: Parental nutrition literacy (self-reported survey - 4 dimensions: Nutrients, Food portions, Portuguese food wheel groups, Food labeling).Analysis: General linear model - Repeated measures was used to analyze the effect on the nutrition literacy score.Results: Families uploaded 1267 items (recipes, photographs of challenges) and educators uploaded 327 items (photographs, videos) onto the interactive platform. For the intervention group (n = 106), the final mean (SD) score of nutrition literacy was significantly higher than the baseline: 78.8% (15.6) vs 72.7% (16.2); P < .001, regardless of parental education and perceived income status. No significant differences in the scores of the control group (n = 83) were observed (final 67.8% [16.1] vs initial 66.4% [15.6]; P = .364).Conclusions and Implications: Gamified digital interactive platform seems to be a useful, easily adapted educational tool for the healthy eating learning process. Future implementations of the program will benefit from longer time intervention and assessment of the eating habits of families before and after intervention.