Abstract
Objective: To incorporate media strategies (e.g., edutainment) into a pilot nutrition education intervention, Jump with Jill (JWJ), to (1) change student knowledge and intentions; (2) stimulate enthusiasm; and (3) enhance evaluation.Methods: Third graders (n = 194) completed a pre-survey, attended a 60-min nutrition education show presented as a school assembly, and then completed a post-survey. Data was collected interactively, where students lined up behind an emoji that best represented their answers.Results: Statistically significant improvements were reported for drink preferences and enjoyment of nutrition education as well as the experience of taking a survey. All aggregate responses for knowledge, attitudes and intention became significantly more positive (p = 0.05). Furthermore, ~95% reported positive ratings to participating in the survey (P < 0.0001).Discussion: Use of edutainment may serve to stimulate change in nutrition knowledge and intention in 3rd grade students. Perfecting this teaching strategy into evaluations of health promotion programming may serve the field by increasing accuracy of student responses when language, reading level, or survey inexperience are barriers.
Highlights
Through the use of entertaining strategies, mass media has been successful in impacting food intake in children [1, 2]
One performance school per county was randomly chosen for evaluation
As all schools viewed Jump with Jill (JWJ) as an adjunct to their education, the project was considered exempt from written consent
Summary
Through the use of entertaining strategies, mass media has been successful in impacting food intake in children [1, 2]. Marketing techniques such as repetition, music, characters and excitement are well-thought-out, well-funded and incorporate theoretical frameworks from the fields of behavior change, education and social marketing [3]. Use of entertainment as an educational tool, termed edutainment [4], has established guidelines [5]. Storytelling, identification and attachment to strong characters, parasocial interaction, social modeling, competition and liking are incorporated to enhance attitudinal and behavioral change [3, 4].
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