A Game-Based Learning Approach to Improving Students’Learning Achievements in a Nutrition Course (original) (raw)
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Game based approach for nutrition education
2019
Nutrition education of people has been recognised as an important tool for promotion of nutritional status. It imparts knowledge about dietary requirements and food choices. Game based approach may be effective for imparting nutrition education; hence experiment was carried out with specific objectives to aware students about their dietary nutrients requirement and their sources. Carom is a popularly played game with family and friends and carom board game was modified and used. The game based approach was found effective to change in knowledge due to playing of developed educational carom. Difference in mean score was computed by paired ‘t’ test, and it was significant at 0.05 level of probability, Hence concluded that the carom game was effective for imparting nutrition knowledge about food groups their sources functions, and recommended dietary allowances.
Game based approach for nutrition education Sanyogita V Deshmukh
International Journal of Home Science, 2019
Nutrition education of people has been recognised as an important tool for promotion of nutritional status. It imparts knowledge about dietary requirements and food choices. Game based approach may be effective for imparting nutrition education; hence experiment was carried out with specific objectives to aware students about their dietary nutrients requirement and their sources. Carom is a popularly played game with family and friends and carom board game was modified and used. The game based approach was found effective to change in knowledge due to playing of developed educational carom. Difference in mean score was computed by paired 't' test, and it was significant at 0.05 level of probability, Hence concluded that the carom game was effective for imparting nutrition knowledge about food groups their sources functions, and recommended dietary allowances.
A Game-based Nutrition Education: Teaching Healthy Eating to Primary School Students
The Journal of Pediatric Research, 2019
The purpose of this study is to determine eating habits of school age children and to evaluate the effect of nutrition education via games on promoting healthy eating habits. Materials and Methods: The study, which is quasi-experimental with a pre-test/post-test experimental model without a control group, was conducted at a primary school. The population of the study includes 8-year-old 2 nd-grade students. The population consists of 59 primary school students who participated in all nutrition education and completed one pre-test and two post-tests. The data were analyzed via descriptive statistics, Wilcoxon-Mann-Whitney-test, McNemar's test, Shapiro-Wilk tests. Results: According to the findings, 59.3% of the students didn't have any nutrition education and 84.7% of them considered their eating habits as good. It was also found that 50.8% of the students before the training, 30.5% of them right after the training and 40.7% of them 3 months after the training stated they skipped one of their meals and that lunch which was the most frequently skipped meal. Although there was no change in consumption of fresh fruit and fruit juice, there was an increase in the consumption of fresh vegetable and vegetable meals, but this was not transformed into behavior. The consumption of dairy products increased and transformed into behavior. The average nutrition knowledge of the students increased both right after the training and 3 months later. Conclusion: It is thought that the nutrition education given to the school age children had a positive effect on their nutrition knowledge, attitudes, behaviors.
Transformational Game Trial in Nutrition Education
Australian Journal of Teacher Education, 2020
The development of healthy eating habits in adolescents is challenging. Resultantly, health educators are turning to digital devices to engage young people in nutrition education. This paper focuses on the development and evaluation of a computer game (Test Game B) to support healthier food choices. Test Game B was developed at an Australian university and trialled with 72 tertiary student volunteers along with a control game (Control Game A). Both games provided information related to the progression of food along the digestive tract with knowledge of digestion, nutrition, a healthy diet and attitudes to food choice measured before and after game use. Change in these indicator variables assessed game effectiveness. The study found that the transformational aspects of problem-based learning within a digital context can support healthier food choices in young people, whilst pre-service health education teachers may require learning in food digestion to support nutrition education in schools.
Game for Food Ingredients Grouping Improving Student's Understanding of Sources of Nutrition
International Journal Of Multicultural And Multireligious Understanding, 2021
According to the 2018 Global Nutrition Report, the hab it of school-aged children choosing meals is still bad over the world. Around 30.3 % of school-aged children do not eat fruit daily, whereas 43.7 % consume soda daily. This study aims to increase student's knowledge about the material sources of nutrients in food through a game of grouping foodstuffs using a food model with a constructivist learning approach designed by the author. The participants in this study were 33 SDIT Raudhatul Jannah Lubuklinggau grade 4,5 and 6 students. The method used in this study uses an experimental design with a pre and post-test approach without control. Total sampling was used for sampling, and the Wilcoxon test was used for interpretation. This study was completed in March of 2021. Research results show a p-value of .000 (<.05), indicating that students' awareness of the material sources of nutrients in food increased after they were given a game grouping food ingredients using a food model. It is recommended that educators be able to provide students with learning resources that take a constructivist approach, such as games that actively engage students, so that students' awareness can be developed through direct experiences.
International journal of home science, 2016
School age is a period of rapid growth in human development when nutritional demand is increased and dietary habits is established. Nutrition of school age children has not only direct and short term influence on physical and mental growth during that period but also indirect and long term influence on the continuing growth and health of the students and the health during the lifetime, and thus the importance of nutrition in school age children has been emphasized because malnutrition and other diseases during this period can decrease not only physical and mental developments but also the learning ability of children. Common belief is that acquiring nutritional knowledge will itself lead to improved dietary practices. Nutritional knowledge can be gained by means of nutrition education. Nutrition Education has been recognized as a crucial factor in promoting children’s nutritional knowledge. The purpose of the study was to determine the change in nutritional knowledge of students of ...
The development of food mission: a nutritionbased card game for grade 6 students
2021
Game-based learning is gaining popularity in elementary schools in Thailand. The use of games to teach nutrition education in elementary schools in Thailand is relatively rare. The teaching of nutrition education in the elementary school classrooms in Thailand is predominantly book-based. It can be dry and boring. Therefore, an educational card game called Food Mission is developed to teach elementary school students basic nutrition concepts. This paper explores the perceptions of educational experts, postgraduate students, an elementary science teacher and Grade 6students’ responses towards Food Mission educational card game in teaching nutrition education in the classroom. The research participants were two educational experts, eleven postgraduate students, one elementary science teacher and 45 Grade 6 students from a private school in Samut Sakorn Province, Thailand. A pilot study was carried out with seven elementary school students in a home setting prior to the classroom imple...
An Educational Video Game for Nutrition of Young People
Simulation & Gaming, 2016
Background. Playing Escape from Diab (DIAB) and Nanoswarm (NANO), epic video game adventures, increased fruit and vegetable consumption among a multi-ethnic sample of 10-12 year old children during pilot testing. Key elements of both games were educational mini-games embedded in the overall game that promoted knowledge acquisition regarding diet, physical activity and energy balance. 95-100% of participants demonstrated mastery of these mini-games suggesting knowledge acquisition. Aim. This article describes the process of designing and developing the educational mini-games. A second purpose is to explore the experience of children while playing the games. Method. The educational games were based on Social Cognitive and Mastery Learning Theories. A multidisciplinary team of behavioral nutrition, PA, and video game experts designed, developed, and tested the mini-games. Results.Alpha testing revealed children generally liked the mini-games and found them to be reasonably challenging....
Evaluation of microcomputer nutritional teaching games in 1,876 children at school
PubMed, 2001
Objective: We evaluated in a prospective study microcomputer nutritional teaching games and their contribution to the children's acquisition of nutritional knowledge and improvement of eating habits. Material and methods: One thousand eight hundred seventy-six children aged 7-12 years took part in this study at school. All 16 schools of the same school district were randomized into two groups: games group and control group, both receiving conventional nutritional teaching by their teachers. The children in the games group played computer games during the conventional nutritional teaching period (2 hours a week for 5 weeks). At completion of the study, dietetic knowledge and dietary records were evaluated in both groups. Results: Dietary knowledge tests results were better in the games group (p<0.001). The children in the games group had a significantly better balanced diet for an energy intake of about 1900 kilocalories: more carbohydrate (46.4 +/- 0.2% vs 45.7 +/- 0.2%, p<0.05), less fat (37.1 +/- 0.1% vs 37.6 +/- 0.2%, p<0.05), less protein (16.5 +/- 0.1% vs 16.7 +/- 0.1%, p<0.05), less saccharose (11.5 +/- 0.1% vs 12.2 +/- 0.2%, p<0.001), more calcium (p<0.001) and more fiber (p<0.05). The games group had a better snack at 10 a.m., a less copious lunch and less nibbling (p<0.001). Conclusion: The children in the games group had slightly but significantly better nutritional knowledge and dietary intake compared to children in the control group. Using our micro computer nutritional teaching games at school provides an additional and modern support to conventional teaching.
Journal of the ASEAN Federation of Endocrine Societies
Objective. Games promoting nutrition education are helpful tools to improve nutrition knowledge. Healthy Foodie is an interactive web-based nutrition game for Filipino children. This study aimed to determine the effectiveness of Healthy Foodie on the nutrition knowledge of children aged 7 to 10 years old. Methodology. This study had 2 phases. In Phase 1, we developed and validated the Healthy Foodie nutrition game application and Nutrition Knowledge Questionnaire involving 46 participants. The Nutrition Knowledge Questionnaire was divided into 2 15-item questionnaires: Part 1 pertained to Food Group Knowledge and Part 2 on Food Frequency Knowledge. Phase 2 was the implementation of the game and questionnaire. This was a randomized controlled trial conducted in two elementary schools in Manila, involving 360 participants divided equally into control and experimental groups. Results. For Phase 1, internal consistency of the questionnaire using the Kuder-Richardson Formula 20 was 0.75 for part 1 and 0.70 for Part 2. In Phase 2, comparing the adjusted posttest mean Food Group Knowledge scores, there was statistically higher score (F=111.84, p=0.0001) in the experimental group (11.57±0.20) compared to the control (8.51±0.20). In the adjusted posttest mean Food Frequency Knowledge scores, there was a statistically higher score (F=56.12, p=0.0001) in the experimental group (10.70±0.15) compared to the control (9.07±0.15). Conclusion. A nutrition game-based intervention such as Healthy Foodie is effective as a reinforcement intervention to previous standard nutrition education of school-aged children.