- Email: [email protected]
Development and Evaluation of an Informal SMS-based Intervention to Promote Healthy Lifestyle Behaviors in Adolescents
Journal of Nutrition Education and Behavior Volume 44, Number 4S, 2012 P31 (continued) Because this is a new pedagogy, the key to success is flexibility to adapt the processes as needed. Conclusions and Implications: Teaching nutrition via iPad apps is engaging to students and is a rewarding and novel experience for extension educators, but challenges and solutions also must be considered. Funding: Supplemental Nutrition Assistance Program Education through the Alabama Cooperative Extension System and the Alabama Department of Human Resources.
P32 Nutrition iPad Apps Showcase B. Struempler, PhD, [email protected], Auburn University, 207 Duncan Hall, Auburn University, AL 36849; S. Parmer, PhD; M. Gregg, EdD; K. Graham, MS Objective: A new pedagogy for nutrition education evolved when Apple released its iPad in 2010. Apps are what make the iPad come to life; they can help you live better, play harder, visit outer space, and everything in between. Seven apps to help youth make better food choices will be premiered during this presentation. Use of Theory or Research: The iPad apps are components of the new Experiential Learning Theory curriculum, Body Quest: Food of the Warrior. Target Audience: Approximately 2,000 third-graders are participating in the 17-week intervention. Educators have a mobile iPad laboratory (n ¼ 20 iPads) that is transported from classroom to classroom. Description: The content for the apps is targeted for elementary youths and supports national education content standards. Nutrition is taught through spelling, matching skills, food identification, and literacy understanding. Apps are directed by six anime characters who tout the health benefits of eating fruits (Body Doctor), vegetables (Shining Rainbow), protein (Muscle Max), grains (Graino Supa), and fiber (Fiberlicious) and drinking water (Super Slurper). Nutrition content in the apps includes balanced meals, food groups, food nutrient function, and healthy snacks. Evaluation: During pilot testing, all apps were tested for usability, likeability, and technical competence by a team of extension professionals, computer software engineers, and students. Conclusions and Implications: These iPad apps offer a novel pedagogy for teaching nutrition education through technology to our future digital workforce. Funding: Supplemental Nutrition Assistance Program Education through the Alabama Cooperative Extension System and the Alabama Department of Human Resources.
P33 Promoting Youth Physical Activity and Nutrition Behaviors through Earth Drawing N. Hongu, PhD, MEd, RD, [email protected], University of Arizona, Department of Nutritional
Poster Abstracts S37
Sciences, 1177 East 4th Street, Tucson, AZ 85721-0038; C. Martinez, PhD; R. Thornton, BS, Colorado State University; M. Mosqueda, BS, University of Arizona; R. Turner; B. Orr, PhD Objective: An earth-drawing teaching tool was designed to promote physical activity and enhance nutrition knowledge of youths while they are drawing the images of fruits and vegetables on the earth. The goal of this project was to develop earth-drawing teaching tools with and without technology. Use of Theory or Research: The application that we used is a new twist on an old game, ‘‘earth drawing.’’ Global Positioning System (GPS) devices and Smartphones with GPS sensors offer a ‘‘track’’ feature, which allows users to record their itinerant path. Users can download, view, and edit tracks on Google Maps. This process is known as GPS drawing. Target Audience: Youths aged 12 to 14 years. Description: First, we used GPS Map 60 (Garmin International, Inc, Olathe, KS) to draw the images of foods (ie, carrot, pineapple, broccoli, or fish) or a series of letters with a slogan such as ‘‘Fish-A-Day.’’ We designed earth-drawing fat-soluble vitamin images on Google Maps. Earth-drawing activities can be done with technology (GPS devises or Smartphones) or without technology (using construction flags and strings or ribbons). Evaluation: Students (n ¼ 42) were given examples of earth drawings on a sheet of paper and asked to work with 4 to 5 students per team. They had earth drawings with and without technology. After their activities, we made a poster to display their drawings on Google Maps. Conclusions and Implications: Earth drawing may serve as a creative outlet for youths becoming aware of a healthy diet while they are physically active and having fun. Funding: American Dietetic Association Foundation.
P34 Development and Evaluation of an Informal SMS-based Intervention to Promote Healthy Lifestyle Behaviors in Adolescents M. Hingle, PhD, MPH, RD, [email protected], University of Arizona, Department of Nutritional Sciences, 1177 East 4th Street, Shantz, Room 328, Tucson, AZ 85721; M. Nichter, PhD; N. Merchant, PhD; N. Hongu, PhD, RD; D. Roe, PhD; B. Orr, PhD; S. Going, PhD Objective: Develop and test an informal and youthfriendly approach to affect adolescent knowledge and behaviors related to healthy eating, using mobile technologies. Design, Setting and Participants: Proof of principle healthy lifestyle intervention conducted during 12 weeks with youths aged 12 to 18 years, recruited from 14 afterschool programs January to December, 2011.
Continued on page S38
S38 Poster Abstracts
Journal of Nutrition Education and Behavior Volume 44, Number 4S, 2012
P34 (continued) Intervention: Research team, youths, and youth program leaders collaborated to test a novel Android OS SMS delivery system and health message library. Youths were provided with mobile telephones during the study. Outcome Measures and Analysis: Pre-post surveys assessed intervention influence on knowledge and behavior. Electronic data capture included usage of mobile telephone services and software applications, participant responses within the youth program networks, and messages sent or received in real time. Results: One hundred fifty-two participants received 1 SMS message per day for 12 weeks. The SMS application supported message delivery to more than 100 users simultaneously. Modest influence on knowledge (sweetened beverages) and behaviors (vegetable consumption) for selected nutrition topics was observed. Conclusions and Implications: SMS was an acceptable and feasible method of nutrition education promotion to adolescents. Funding: USDA #2009-55215-05187.
P35 ‘‘Creature-101’’: Using a Virtual Reality, Serious Game to Promote Healthy Eating and Physical Activity Behaviors among Middle School Students D. Majumdar, MS, [email protected], Teachers College, Columbia University, 289 McKinley Avenue, Edison, NJ 08820; P. Koch, EdD, RD; H. Lee, PhD, RD; I. Contento, PhD; A. Islas, EdD, RD; D. Fu, PhD, Stottler Henke: Smarter Software Solutions Objective: To evaluate the effectiveness of Creature-101 at promoting healthy eating and physical activity among middle school students. Design, Setting and Participants: Single group preand posttest study with Hispanic and African American children (n ¼ 82; aged 11–13 years) who played Creature101 in computer class 2 days a week for 1 month. Intervention: Using Social Cognitive and Self-Determination Theories as framework, Creature-101 game (7 sessions; 30 minutes each) incorporates creature care in a virtual world, ‘‘Tween.’’ In the game, students learn scientific evidence that promotes energy balance by playing minigames, viewing small educational videos and slideshows, and having interactive dialogues with game characters. Students progress through game levels to achieve energy balance of their adopted creatures. Students also assess their own behaviors, create their own ‘‘real-life’’ food and activity action plans, and report their progress. Outcome Measures and Analysis: A self-reported, online, pre-post survey administered at baseline and immediately after intervention measured frequency of intake of sweetened beverages, water, processed packaged snacks (eg, chips, candy), and fruits and vegetables; sedentary and physical activity (0–6, never to several times/day);
and amounts of the targeted behaviors (food: 0–3, never to large size; activity: 0–5, never to > 4 hours). Paired t test compared pre- and posttest means. Results: Students reported decreased frequency of intake of chips (mean, 3.11 to 2.56; P < .05), decreased frequency of watching television (3.73 to 2.00; P < .001), decreased frequency of playing video games (3.33 to 1.90; P < .001), decreased portion size for processed snacks (1.82 to 1.56; P < .05), and decreased time watching television (3.53 to 3.11; P < .05). Conclusions and Implications: Virtual reality games may improve dietary and physical activity behaviors among middle school aged youths. A randomized study is required to confirm the effectiveness of Creature-101. Funding: NIH, Small Business Innovation Research.
P36 Using Online Video Demonstrations in a Culinary Arts Class C. Wright, PhD, RD, [email protected], Southern Utah University, 351 W. University Boulevard, GC 203, Cedar City, UT 84720 Objective: The objective of this study was to examine the effect of online video demonstrations on course grade in a basic culinary arts course at a regional university. Design, Setting and Participants: Students enrolled in a basic culinary arts course (n ¼ 56) were assigned to watch online videos (n ¼ 25) before class. Online quizzes (n ¼ 25) were created and made accessible through an online learning management system. After watching the videos, students took a prelecture quiz on each assigned video. Outcome Measures and Analysis: Online viewing behaviors and quiz scores were automatically recorded. Data were analyzed with frequencies, descriptive statistics, Pearson correlation, and regression analysis. Results: Forty-six percent of students viewed all assigned videos, the average student watched 21 videos, 2 students did not watch any of the videos, and 1 student watched 70 videos. Regression analysis showed that more than half of the variation in students’ final grades in the course could be explained by the model (R2 ¼ 0.701). Number of quizzes completed was positively correlated with grade in the course (P < .001). Pearson correlation revealed that number of videos watched (P < .001) and grade on quizzes (P <.001) significantly affected grade in course. Average time to watch videos (P ¼ .048), year in school (P ¼ .02), and number of quizzes completed (P < .001) were positively correlated with score on quizzes. Conclusions and Implications: Four advantages of using online videos to demonstrate culinary techniques include financial savings, increased laboratory time available for student preparation of products, a better view of the intricacies of demonstrations, and improved grades in the course. Funding: None.
P32 Nutrition iPad Apps Showcase B. Struempler, PhD, [email protected], Auburn University, 207 Duncan Hall, Auburn University, AL 36849; S. Parmer, PhD; M. Gregg, EdD; K. Graham, MS Objective: A new pedagogy for nutrition education evolved when Apple released its iPad in 2010. Apps are what make the iPad come to life; they can help you live better, play harder, visit outer space, and everything in between. Seven apps to help youth make better food choices will be premiered during this presentation. Use of Theory or Research: The iPad apps are components of the new Experiential Learning Theory curriculum, Body Quest: Food of the Warrior. Target Audience: Approximately 2,000 third-graders are participating in the 17-week intervention. Educators have a mobile iPad laboratory (n ¼ 20 iPads) that is transported from classroom to classroom. Description: The content for the apps is targeted for elementary youths and supports national education content standards. Nutrition is taught through spelling, matching skills, food identification, and literacy understanding. Apps are directed by six anime characters who tout the health benefits of eating fruits (Body Doctor), vegetables (Shining Rainbow), protein (Muscle Max), grains (Graino Supa), and fiber (Fiberlicious) and drinking water (Super Slurper). Nutrition content in the apps includes balanced meals, food groups, food nutrient function, and healthy snacks. Evaluation: During pilot testing, all apps were tested for usability, likeability, and technical competence by a team of extension professionals, computer software engineers, and students. Conclusions and Implications: These iPad apps offer a novel pedagogy for teaching nutrition education through technology to our future digital workforce. Funding: Supplemental Nutrition Assistance Program Education through the Alabama Cooperative Extension System and the Alabama Department of Human Resources.
P33 Promoting Youth Physical Activity and Nutrition Behaviors through Earth Drawing N. Hongu, PhD, MEd, RD, [email protected], University of Arizona, Department of Nutritional
Poster Abstracts S37
Sciences, 1177 East 4th Street, Tucson, AZ 85721-0038; C. Martinez, PhD; R. Thornton, BS, Colorado State University; M. Mosqueda, BS, University of Arizona; R. Turner; B. Orr, PhD Objective: An earth-drawing teaching tool was designed to promote physical activity and enhance nutrition knowledge of youths while they are drawing the images of fruits and vegetables on the earth. The goal of this project was to develop earth-drawing teaching tools with and without technology. Use of Theory or Research: The application that we used is a new twist on an old game, ‘‘earth drawing.’’ Global Positioning System (GPS) devices and Smartphones with GPS sensors offer a ‘‘track’’ feature, which allows users to record their itinerant path. Users can download, view, and edit tracks on Google Maps. This process is known as GPS drawing. Target Audience: Youths aged 12 to 14 years. Description: First, we used GPS Map 60 (Garmin International, Inc, Olathe, KS) to draw the images of foods (ie, carrot, pineapple, broccoli, or fish) or a series of letters with a slogan such as ‘‘Fish-A-Day.’’ We designed earth-drawing fat-soluble vitamin images on Google Maps. Earth-drawing activities can be done with technology (GPS devises or Smartphones) or without technology (using construction flags and strings or ribbons). Evaluation: Students (n ¼ 42) were given examples of earth drawings on a sheet of paper and asked to work with 4 to 5 students per team. They had earth drawings with and without technology. After their activities, we made a poster to display their drawings on Google Maps. Conclusions and Implications: Earth drawing may serve as a creative outlet for youths becoming aware of a healthy diet while they are physically active and having fun. Funding: American Dietetic Association Foundation.
P34 Development and Evaluation of an Informal SMS-based Intervention to Promote Healthy Lifestyle Behaviors in Adolescents M. Hingle, PhD, MPH, RD, [email protected], University of Arizona, Department of Nutritional Sciences, 1177 East 4th Street, Shantz, Room 328, Tucson, AZ 85721; M. Nichter, PhD; N. Merchant, PhD; N. Hongu, PhD, RD; D. Roe, PhD; B. Orr, PhD; S. Going, PhD Objective: Develop and test an informal and youthfriendly approach to affect adolescent knowledge and behaviors related to healthy eating, using mobile technologies. Design, Setting and Participants: Proof of principle healthy lifestyle intervention conducted during 12 weeks with youths aged 12 to 18 years, recruited from 14 afterschool programs January to December, 2011.
Continued on page S38
S38 Poster Abstracts
Journal of Nutrition Education and Behavior Volume 44, Number 4S, 2012
P34 (continued) Intervention: Research team, youths, and youth program leaders collaborated to test a novel Android OS SMS delivery system and health message library. Youths were provided with mobile telephones during the study. Outcome Measures and Analysis: Pre-post surveys assessed intervention influence on knowledge and behavior. Electronic data capture included usage of mobile telephone services and software applications, participant responses within the youth program networks, and messages sent or received in real time. Results: One hundred fifty-two participants received 1 SMS message per day for 12 weeks. The SMS application supported message delivery to more than 100 users simultaneously. Modest influence on knowledge (sweetened beverages) and behaviors (vegetable consumption) for selected nutrition topics was observed. Conclusions and Implications: SMS was an acceptable and feasible method of nutrition education promotion to adolescents. Funding: USDA #2009-55215-05187.
P35 ‘‘Creature-101’’: Using a Virtual Reality, Serious Game to Promote Healthy Eating and Physical Activity Behaviors among Middle School Students D. Majumdar, MS, [email protected], Teachers College, Columbia University, 289 McKinley Avenue, Edison, NJ 08820; P. Koch, EdD, RD; H. Lee, PhD, RD; I. Contento, PhD; A. Islas, EdD, RD; D. Fu, PhD, Stottler Henke: Smarter Software Solutions Objective: To evaluate the effectiveness of Creature-101 at promoting healthy eating and physical activity among middle school students. Design, Setting and Participants: Single group preand posttest study with Hispanic and African American children (n ¼ 82; aged 11–13 years) who played Creature101 in computer class 2 days a week for 1 month. Intervention: Using Social Cognitive and Self-Determination Theories as framework, Creature-101 game (7 sessions; 30 minutes each) incorporates creature care in a virtual world, ‘‘Tween.’’ In the game, students learn scientific evidence that promotes energy balance by playing minigames, viewing small educational videos and slideshows, and having interactive dialogues with game characters. Students progress through game levels to achieve energy balance of their adopted creatures. Students also assess their own behaviors, create their own ‘‘real-life’’ food and activity action plans, and report their progress. Outcome Measures and Analysis: A self-reported, online, pre-post survey administered at baseline and immediately after intervention measured frequency of intake of sweetened beverages, water, processed packaged snacks (eg, chips, candy), and fruits and vegetables; sedentary and physical activity (0–6, never to several times/day);
and amounts of the targeted behaviors (food: 0–3, never to large size; activity: 0–5, never to > 4 hours). Paired t test compared pre- and posttest means. Results: Students reported decreased frequency of intake of chips (mean, 3.11 to 2.56; P < .05), decreased frequency of watching television (3.73 to 2.00; P < .001), decreased frequency of playing video games (3.33 to 1.90; P < .001), decreased portion size for processed snacks (1.82 to 1.56; P < .05), and decreased time watching television (3.53 to 3.11; P < .05). Conclusions and Implications: Virtual reality games may improve dietary and physical activity behaviors among middle school aged youths. A randomized study is required to confirm the effectiveness of Creature-101. Funding: NIH, Small Business Innovation Research.
P36 Using Online Video Demonstrations in a Culinary Arts Class C. Wright, PhD, RD, [email protected], Southern Utah University, 351 W. University Boulevard, GC 203, Cedar City, UT 84720 Objective: The objective of this study was to examine the effect of online video demonstrations on course grade in a basic culinary arts course at a regional university. Design, Setting and Participants: Students enrolled in a basic culinary arts course (n ¼ 56) were assigned to watch online videos (n ¼ 25) before class. Online quizzes (n ¼ 25) were created and made accessible through an online learning management system. After watching the videos, students took a prelecture quiz on each assigned video. Outcome Measures and Analysis: Online viewing behaviors and quiz scores were automatically recorded. Data were analyzed with frequencies, descriptive statistics, Pearson correlation, and regression analysis. Results: Forty-six percent of students viewed all assigned videos, the average student watched 21 videos, 2 students did not watch any of the videos, and 1 student watched 70 videos. Regression analysis showed that more than half of the variation in students’ final grades in the course could be explained by the model (R2 ¼ 0.701). Number of quizzes completed was positively correlated with grade in the course (P < .001). Pearson correlation revealed that number of videos watched (P < .001) and grade on quizzes (P <.001) significantly affected grade in course. Average time to watch videos (P ¼ .048), year in school (P ¼ .02), and number of quizzes completed (P < .001) were positively correlated with score on quizzes. Conclusions and Implications: Four advantages of using online videos to demonstrate culinary techniques include financial savings, increased laboratory time available for student preparation of products, a better view of the intricacies of demonstrations, and improved grades in the course. Funding: None.