Abstract
<h3>Background</h3> The Expanded Food and Nutrition Education Program (EFNEP) has provided limited education to teens. Thus, differences between educators' and teens' perceptions of lessons taught, particularly when a gamification approach is used, are not available. <h3>Objective</h3> To compare EFNEP educators' and low-income, urban teens' impressions of a classroom-based, nutrition and physical activity (PA) curriculum that utilized a gamification approach. <h3>Study Design, Settings, Participants</h3> The intervention, a 10-week EFNEP curriculum taught between 2018-2020, and interviews took place at Brimm High School in Camden, NJ. This was a comparative study inquiring the opinions of EFNEP educators' and 9th-grade teen participants' perceptions of the lessons taught. Researchers conducted semi-structured, 1-on-1, face-to-face interviews with the educators and teens (who attended over 80% of the lessons). <h3>Measurable Outcome/Analysis</h3> Two independent coders performed a thematic analysis of interview transcripts. Findings were discussed until both researchers reached a consensus. <h3>Results</h3> A high level of agreement was evidenced between the teens' (n = 25) and EFNEP educators' (n = 9) that gamified lessons prompted greater participation and engagement than other types of lessons. Educators presumed that 2 videos (a walk-indoors DVD featuring an adult cast and a sustainability video encouraging reduced red meat consumption and increased plant-based foods consumption) and a food safety lesson based on a cookout, would not be relatable to teens. However, the teens reported favorable knowledge and/or intention to change regarding their PA (75%) vegetable intake (40%), and food safety practices (>33%). The curriculum resulted in positive overall impacts regarding the teens' PA (through the use of dance as PA), improved fast food choices, decreased intake of sugar-sweetened beverages, and improved snack choices. <h3>Conclusion</h3> Educators and teens valued gamified lessons as an effective educational approach for working with this age group; yet with regards to some lesson contents, educators appeared to be far more sensitive to potential issues than did the teens.
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