Abstract
Increased interest in health promotion and disease prevention has created new opportunities to explore novel approaches to providing nutrition-related in formation to the public. The supermarket has re cently been endorsed as an excellent place to provide nutrition information because this setting affords an opportunity to influence impulse-buying behavior (1). The Point-of-Purchase Advertising Institute re cently estimated that more than 50% of food pur chase decisions are made while individuals are in the supermarket (2). Therefore, consumers need useful in-store information to help guide their food-pur chasing decisions. The use of computerized super market nutrition education programs is one way to meet this need and to reach audiences not currently being reached by traditional nutrition education methods. Supermar.kets first introduced computers for au tomated check-out and inventory control; newer ap plications include coupon and recipe dispensing, di rectory assistance, and electronic marketing. Several supermarket chains that feature computerized sys tems designed to answer questions concerning prod uct location, weekly specials, and recipes (3-5) have reported consumer acceptance of computers in the supermarket. However, the use of computers as a nutrition education medium in the supermarket has not yet been demonstrated. Recent technological advances have made com puter use more practical and economically feasible. The benefits of using microcomputers in nutrition education include minimal cost, maximum teaching effectiveness, and flexibility to meet individual learn ing needs (6). A recent Food Marketing Institute survey (Note 1) indicated that the most appropriate nutrition programs for supermarket nutrition edu cation were those that used videocassettes, slides, and computer programs. The immediate feedback
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