Abstract
Computer games have previously been used to improve nutrition knowledge in children. This paper describes the acceptability and feasibility of a serious game, “VitaVillage”, for improving child nutrition knowledge. VitaVillage is a farming-style game in which the player undertakes quests and completes questions aimed at increasing several aspects of nutrition and healthy eating knowledge. Children aged 9–12 years in two primary schools (control vs. intervention) completed a nutrition knowledge questionnaire at baseline (T1) and after 1 week (T2). Participants at the intervention school (n = 75) played VitaVillage for 20 minutes on two occasions. Control participants (n = 94) received no nutrition education. Likeability question scores and written feedback from intervention participants was reported qualitatively. Paired sample t-tests were used to compare T1 and T2 nutrition knowledge changes between control and intervention participants. Engagement with VitaVillage improved children’s overall nutrition knowledge (Mean increase of 2.25 points between T1 and T2, Standard Deviation (SD) 6.31, p = 0.035) compared to controls. The game was liked overall (mean score 77 (SD 24.6) on scale of 0–100) and positive feedback was given. Results indicate that VitaVillage has the potential to be successful as a nutrition education tool. In the future, VitaVillage’s content and gameplay will be revised, extended and evaluated for its long-term impact on eating behaviour and knowledge changes.
Highlights
The dietary patterns of many Australian children are not optimal with high intakes of energy-dense, nutrition-poor (EDNP) foods, and low intakes of fruit and vegetables [1]
Previous literature has found an association between low parental education levels and less comprehensive nutrition knowledge of their children, and not all children will be taught about healthy eating behaviours at home [5,6]
Results of the current study show that the VitaVillage serious game was well received by the year 5 and 6 students
Summary
The dietary patterns of many Australian children are not optimal with high intakes of energy-dense, nutrition-poor (EDNP) foods, and low intakes of fruit and vegetables [1]. Previous literature has found an association between low parental education levels and less comprehensive nutrition knowledge of their children, and not all children will be taught about healthy eating behaviours at home [5,6]. Children spend a large portion of their time in school and are influenced by their teachers, peers and their school’s curriculum [7]. This is of particular interest for nutritional education opportunities, as schools have the benefit of reaching almost all children. In a survey among Australian primary school teachers, lack of confidence and sufficient resources were named as additional barriers to teaching nutrition in class [9]
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