Translating and Testing a Digital Game Promoting Vegetable Consumption in Young Children: Usability Study.

BACKGROUND: Promoting healthy eating in children is key to preventing chronic diseases, and vegetable consumption is notably lower than recommended in this population. Among the interventions tested, gamification has shown promise in promoting familiarization, increasing knowledge, and potentially increasing vegetable intake. OBJECTIVE: This pilot study aimed first to translate the digital game "Veggies4myHeart" into French and to assess its influence on young children's preferences and willingness to taste vegetables when combined with repeated tasting and education. We also aimed to investigate the acceptability and applicability of the game in 2 classrooms. METHODS: During 5 consecutive weekly sessions, children from 2 elementary classes played the digital game consisting of 5 mini games on different vegetables (lettuce, carrot, red cabbage, cucumber, and tomato) in pairs for 10-15 minutes. In addition, they discussed one of the vegetables and tasted the 5 vegetables in each session. Pretest and posttest food preferences and willingness to taste the vegetables were compared. Teachers participated in a semistructured interview. RESULTS: A total of 45 children aged 5 to 6 years tested the French version of the digital game. The children's declared food preferences were already high for carrot, cucumber, and tomato, with scores higher than 4 out of a maximum of 5. The scores did not change significantly after the intervention, except for red cabbage (pretest: mean 2.52, SD 1.49; posttest: mean 3.29, SD 1.67; P=.006) and a composite score (pretest: mean 3.76, SD 1.06; posttest: mean 4.05, SD 1.03; P=.001). Before the intervention, 18 (44%), 30 (73%), 16 (39%), 29 (71%), and 26 (63%) children out of 41 were willing to taste lettuce, carrot, red cabbage, cucumber, and tomato, respectively. After the intervention, no significant statistical differences were observed, with 23 (51%), 36 (80%), 24 (53%), 33 (73%), and 29 (64%) children out of 45 willing to taste lettuce, carrot, red cabbage, cucumber, and tomato, respectively. Teachers supported this tool combined with repeated tasting and education and highlighted facilitators and barriers that should be anticipated to improve implementation in schools. CONCLUSIONS: In this study, we translated an existing digital game applicable and acceptable to both children and teachers. A larger study is warranted to confirm the effectiveness of interventions using the digital game to promote vegetable preference, willingness to taste, and intake.

Nutrition education strategies to promote vegetable consumption in preschool children: the Veggies4myHeart project.

OBJECTIVE: To test the efficacy of three nutrition education strategies on the intake of different vegetables in preschool children. DESIGN: This is an experimental study conducted in four Portuguese preschools. The intervention consisted of 20-min educational sessions, once a week, for 5 weeks, with one of the following randomised educational strategies: Portuguese Food Wheel Guide (control), digital game, storybook, storybook and reward (stickers). All groups had repeated exposure to vegetables in all sessions. A pre- and post-test were conducted to determine vegetable intake, and a 6-month follow-up was realised. SETTING: Preschools of Leiria district, Portugal. PARTICIPANTS: A sample of 162 children aged 3 to 6 years. All eligible children attending the preschools were invited to participate. RESULTS: All interventions tested were effective in increasing vegetable consumption both in the short and medium term, without statistically significant differences, compared to the control group. Stickers were more effective in the short term than in the medium term. CONCLUSIONS: The nutritional education strategies associated with repeated exposure tested in this study were effective in promoting vegetable consumption in preschool children. The use of stickers may be a valid strategy to promote the consumption of vegetables less recognised by children.

Proyecto Veggies4myHeart: Instrumentos de educación alimentaria y nutricional para preescolares - un análisis DAFO / Veggies4myHeart Project: food and nutrition education tools for pre-schoolers – a SWOT analysis

Fundamentos: Las herramientas de educación nutricional para promover el consumo de verduras en el contexto escolar, aparecen como potenciadoras de los conocimientos y comportamientos alimentarios de los niños. El propósito de este estudio es evaluar la perspectiva de los diferentes actores del proyectoVeggies4myHeart en relación con su potencial de un juego digital, un libro de cuentos y la Rueda de los Alimentos de Portugal para promover el consumo de verduras en la edad preescolar. Métodos: La muestra consistió en 26 participantes que participaron en el proyecto Veggies4myHeart. Se trata de un estudio cualitativo, que utiliza el análisis de contenido temático. Las respuestas se analizaron mediante el software WebQDA. Resultados: Teniendo en cuenta el análisis DAFO se identificaron los puntos fuertes, los puntos débiles, las oportunidades y las amenazas de cada herramienta de educación nutricional. Los participantes identificaron un mayor número de aspectos positivos y negativos con respecto al juego digital. Conclusiones: Este estudio ha permitido conocer la perspectiva de los creadores y/o usuarios de las herramientas de educación alimentaria en relación a su potencial para promover el consumo de verduras en edad preescolar. Un análisis DAFO da la posibilidad de conocer las limitaciones o potencialidades que pueden estar asociadas a la difusión de estas herramientas en la comunidad educativa. (AU)

Background: Nutrition education tools to promote vegetable consumption in the school context appear as enhancers of children's knowledge and eating behaviors. The purpose of this study is to assess the perspective of the different stakeholders of the Veggies4myHeart project regarding the potential of a digital game, child storybook and the Portuguese Food Wheel Guide to promote vegetable consumption inpreschool age. Methods: The sample consisted of 26 participants who were involved in Veggies4myHeart project. This is a qualitative study, using thematic content analysis. The answers were analyzed using the WebQDA qualitative analysis software. Results: Considering the SWOT analysis were identified strengths, weaknesses, opportunities and threats foreach nutrition education tool. Participants identified a greater number of positive and negative aspects regarding digital game. Conclusions: This study has allowed the perspective of creators and/or users of food education tools to beknown in relation to their potential to promote the consumption of vegetables at pre-school age. A SWOTanalysis of each food education tool gives the possibility to know the constraints or potentialities that may be associated with the dissemination of these tools in the educational community. (AU)