Hostname: page-component-8448b6f56d-qsmjn Total loading time: 0 Render date: 2024-04-19T12:34:46.554Z Has data issue: false hasContentIssue false
  • English
  • Français

Evaluation of a computer-based nutrition education tool

Published online by Cambridge University Press:  02 January 2007

Katrin Kreisel
Katrin Kreisel*
Affiliation:
Institute of Nutritional Sciences, University of Vienna, Austria
*
*Corresponding author:: Email kreiselk@web.de
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Objective:

To evaluate the efficacy and feasibility of using a computer-based teaching tool (http://www.coolfoodplanet.org) for nutrition and lifestyle education developed for primary school children.

Design:

This was a 2-week school-based intervention in third and fourth grades. The study design was multi-factorial with repeated measures of nutrition knowledge, at three points in time, of dependent samples from control and intervention groups. Control schools (n=7) used ‘traditional’ nutrition education materials and intervention schools (n=8) additionally used the computer-based educational tool. Qualitative information was collected in focus group discussions with student teachers and pupils, and by observing the nutrition lessons.

Setting/subjects:

Pupils aged 8–11 years (n=271) from participating schools in Vienna, Austria.

Results:

Nutrition knowledge increased significantly in both intervention and control schools, irrespective of the teaching tool used (P<0.001). The significant effect was maintained at 3 months' follow-up. There was no detectable difference in nutrition knowledge post intervention or at follow-up between the two study groups. In intervention schools, younger pupils (8–9 years) had better nutrition knowledge than older pupils (10–11 years) (P=0.011).

Conclusion:

This computer-based tool increases the possibilities of school-based nutrition education. If the tool's weaknesses identified during the formative evaluation are eliminated, it has the potential to make learning about nutrition more enjoyable, exciting and effective. This is of great importance considering that ‘healthy’ nutrition is not necessarily a topic that easily attracts pupils' attention and in view of the potential long-term health benefits of early and effective nutrition education.

Keywords

Nutrition knowledgeEducationComputer-basedSchool-basedEvaluationChildren
Type
Research Article
Information
Public Health Nutrition , Volume 7 , Issue 2 , April 2004 , pp. 271 - 277
Copyright
Copyright © CAB International 2004

References

1Tones, K, Tilford, S. Health education in schools. In Tones, K, Tilford, S, eds. Health Education: Effectiveness, Efficiency and Equity, 2nd ed. London: Chapman and Hall, 1994; 121–48.Google Scholar
2Contento, I, Balch, GI, Bronner, YL, Lytle, L, Maloney, SK, Olson, CM, et al. The effectiveness of nutrition education and implications for nutrition education policy, programs, and research: a review of research. Journal of Nutrition Education 1995; 27: 277–419.Google Scholar
3Perez-Rodrigo, C, Aranceta, J. School-based nutrition education: lessons learned and new perspectives. Public Health Nutrition 2001; 4(1A): 131–9.CrossRefGoogle ScholarPubMed
4World Health Organization (WHO). Nutrition: An Essential Element of a Health Promoting School. WHO Information Series on School Health, Document 4. Geneva: WHO, 1998. Available at http://www.who.ch/hpr. Accessed August 2002.Google Scholar
5Dixey, R, Heindl, I, Loureiro, I, Pérez-Rodrigo, C, Snel, J, Warnking, J. Healthy Eating for Young People in Europe: A School-based Nutrition Education Guide. Copenhagen: European Network of Health Promoting Schools, 1999. Available at http://europa.eu.int/comm/health/ph/programmes/health/reports/1997/fp_promotion_1997_exs_ D2_en.pdf. Accessed August 2002.Google Scholar
6Centers for Disease Control and Prevention. Guidelines for school health programs to promote lifelong healthy eating. Morbidity and Mortality Weekly Report 1996; 45(RR-9): 1–41. Available at http://www.cdc.gov/epo/mmwr/preview/mmwrhtml/00042446.htm. Accessed August 2002.Google Scholar
7Croll, JK, Neumark-Sztainer, D, Story, M. Healthy eating: what does it mean to adolescents?. Journal of Nutrition Education 2001; 33: 193–8.CrossRefGoogle ScholarPubMed
8Westenhöfer, J. Ernährungsverhalten und Ernährungseinstellungen von Schülern. Paper presented at the 37th Scientific Congress of the German Nutrition Society Bonn, 16-17 March 2000.Google Scholar
9Tomkins, A. Vitamin and mineral nutrition for the health and development of the children of Europe. Public Health Nutrition 2001; 4(1A): 101–7.Google ScholarPubMed
10Beermann, K. Computer-based multimedia: new directions in teaching and learning. Journal of Nutrition Education 1996; 28: 15–8.CrossRefGoogle Scholar
11Kolasa, K, Miller, MG. New developments in nutrition education using computer technology. Journal of Nutrition Education 1996; 28: 7–14.CrossRefGoogle Scholar
12Matheson, D, Spranger, K. Content analysis of the use of fantasy, challenge and curiosity in school-based nutrition education programs. Journal of Nutrition Education 2001; 33: 10–6.CrossRefGoogle ScholarPubMed
13Cool Food Planet: Nutrition and Life-style Education Tool. Available at http://www.coolfoodplanet.org. Accessed August 2002.Google Scholar
14Currie, C, Elton, RA, Todd, J, Platt, S. Indicators of socio-economic status for adolescents: the WHO Health Behavior in School-aged Children Survey. Health Education Research 1997; 12: 385–97.CrossRefGoogle Scholar
15Kreisel, K. Computer-based nutrition, education in primary schools. Outcome evaluation of the program ‘Cool Food Planet KIDZ’ in Vienna, Austria. Doctoral thesis, Institute of Nutritional Science, University of Vienna, Vienna, 2002.Google Scholar
16Erdfelder, E, Faul, F, Buchner, A. GPOWER: a general power analysis program. Behavior Research Methods, Instruments and Computers 1996; 28: 1–11.CrossRefGoogle Scholar
17Matheson, D, Achterberg, C. Description of a process evaluation model for nutrition education computer-assisted instruction programs. Journal of Nutrition Education 1999; 31: 105–13.CrossRefGoogle Scholar
18Matheson, D, Achterberg, C. Ecologic study of children's use of computer nutrition education program. Journal of Nutrition Education 2001; 33: 2–9.CrossRefGoogle ScholarPubMed
19DiSorga, L, Glanz, K. The 5 a day virtual classroom: an on-line strategy to promote healthful eating. Journal of the American Dietetic Association 2000; 100: 349–52.Google Scholar
20Brown, SJ, Liebermann, DA, Fan, YC, Wilson, DM, Pasta, DJ. Educational video game for juvenile diabetes: results of a controlled trial. Medical Informatics 1997; 22: 77–89.CrossRefGoogle ScholarPubMed
21Seaman, C, Kirk, T. Novel computer software for nutrition education. Health Education 1996; 4: 32–4.CrossRefGoogle Scholar
22McKinley, M, Livingstone, MBE. Dish it up! An interactive multi media CD ROM for the promotion of nutrition education in secondary school children. Personal e-mail correspondence, 04 2002. Information available at http://www.foodstandards.gov.uk/science/research/NutritionResearch/n09programme/n09projectlist/n09012/n09012results. Accessed February 2003.Google Scholar
23Turnin, MC, Tauber, MT, Couvaras, O, Jouret, B, Bolzonella, C, Bourgeois, O, et al. Evaluation of microcomputer nutritional teaching games in 1,876 children at school. Diabetes and Metabolism 2001; 27: 459–64.Google Scholar
24Lloyd-Kolkin, D. School-based nutrition education using multimedia. New Hope, PA: Health and Education Communication Consultants, 2001 [unpublished].Google Scholar
25Slavin, RE. A reader's guide to scientifically based research. Educational Leadership 2003; 60: 12–6.Google Scholar