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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.
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 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.
Nutrients
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 k...
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.
Enhancing Nutritional Learning Outcomes within a Simulation and Pervasive Game-Based Strategy
Concepts, Methodologies, Tools, and Applications, 2014
Games are often seen as a means of enhancing motivation in learning. Despite the rhetoric, however, games that provide quality experiences for learners are hard to find. One reasoning is the focus on the game medium without a clear understanding of the strategy behind it. This paper outlines a game designed to raise primary school-aged children's awareness of nutritional issues using simulation and pervasive gaming strategies. Nute implements ubiquitous mobile technology and QR Code scanning to allow players to engage in virtual shopping. The effects of their dietary choices are manifest in a simulated character, Nute, who has similar dietary requirements to the target audience. By making conscious decisions about nutrition, seeing the effects and developing strategies to maintain the wellbeing of Nute, it is proposed that simulation and pervasive game strategies are ideal tools for learning approaches to promote active choice and real world learning transfer.
A Game-Based Learning Approach to Improving Students’Learning Achievements in a Nutrition Course
2011
The aim of this study was to explore the influence of applying a game-based learning approach to nutrition education. The quasi-experimental nonequivalent-control group design was adopted in a four-week learning activity. The participants included sixty-six third graders in two classes of an elementary school. One of the classes was assigned to be the experimental group and the other was the control group. The experimental group learned with computer games, while the control group learned with the traditional teaching approach. The result showed that the learning achievement of the students in the experimental group was significantly better than that of the students in the control group. Similar results were obtained in terms of the learning interest of the students. Moreover, most of the students revealed quite positive attitudes toward the use of the game-based learning approach in nutrition education. An in-depth analysis showed that there was no significant difference between genders in terms of nutrition knowledge and learning attitudes.
Empowering Children for Their Nutrition Choices with Game Design
ab.org.tr
Eğitim, sağlıklı beslenme seçenekleri, ve teknoloji ekipmanları çocukların geleceği için çok önemlidir. Fakat, bunlar genelde büyükler tarafından önerilip, dizayn edilip, ve kontrol edilmektedir. Bu çalışmada biz 5. Sınıf öğrencilerine 1. Sınıf öğrencileri için oyun yapmalarını istedik. Bu proje gösterdiki; çocuklar hem kullanıcı, hem test edici, hem de saglıkla ilgili oyun dizayn edici olablirler. Sonuçlar gösterdiki az oyun oynayan çocuklar bile beslenme ile ilgli anladıklarını anlamlı şekilde yaptıkları oyunlarda gösterdiler.
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.