Efficacy of sequential or simultaneous interactive computer-tailored interventions for increasing physical activity and decreasing fat intake

Vandelanotte, Corneel; Bourdeaudhuij, Ilse De; Sallis, James F.; Spittaels, Heleen; Brug, Johannes

doi:10.1207/s15324796abm2902_8

Cited by 133 publications

(220 citation statements)

References 46 publications

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“…However, hardly any effects on dietary intake were found . More recently, Vandelanotte et al (2005) and Oenema et al (in preparation) did find significant reductions in fat intake of 22.6 and 8.6% after exposure to web-based computer-tailored nutrition education. However, the participants in the Vandelanotte study completed the web-based intervention via a CD-rom in a university computer room, so that they could not browse other websites and were less tempted to do other things than go through the program.…”

Section: The Effectiveness Of Web-based Nutrition Educationmentioning

confidence: 91%

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The internet and nutrition education: challenges and opportunities

et al. 2005

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Objective: To review the possibilities of using the Internet and especially the World Wide Web (WWW) in nutrition education. Results: A healthy existence is partly dependent on dietary behaviours. One way to promote health-promoting dietary habits is nutrition education. In the last decades several potentially important new channels for health communication and nutrition education have emerged, with the Internet and its WWW as the most striking example. The introduction and growth of the WWW has enabled swift and inexpensive distribution of nutrition education expertise and materials. Furthermore, the WWW has also been used for tailoring nutrition education to the personal characteristics of the user. Only few studies have investigated the effects of generic web-based nutrition education, while web-based computer-tailored nutrition education has been studied in randomised controlled trials, with promising but mixed results. Two important challenges for web-based nutrition education interventions are to realise sufficient exposure and to ensure sufficient source reliability and credibility. Conclusions: Next to the great opportunities, there are many challenges for web-based nutrition education. Some evidence for effects of web-based computer-tailored nutrition education has been reported, but more research is needed to obtain evidence for the effectiveness in real-life situations.

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Section: The Effectiveness Of Web-based Nutrition Educationmentioning

confidence: 91%

“…Additionally, at least five studies have recently been conducted to test web-based computer-tailored nutrition education interventions (Oenema et al, 2001 preparation; Vandelanotte et al, 2004Vandelanotte et al, , 2005. These studies show mixed results.…”

Section: The Effectiveness Of Web-based Nutrition Educationmentioning

confidence: 99%

The internet and nutrition education: challenges and opportunities

et al. 2005

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“…In addition, the studies used an experimental or quasi-experimental design, and applied cognitive or BCTs. Examples of interventions were PA interventions (e.g., Harland et al, 1999), nutrition education (Oenema, Tan, & Brug, 2005), and interactive computertailored interventions for PA and HE (Vandelanotte, De Bourdeaudhuij, Sallis, Spittaels, & Brug, 2005). The target population in the studies varied from the general population to patients at spe- May involve a variety of specific techniques (e.g., progressive relaxation) that do not target the behavior but seek to reduce anxiety and stress 4…”

Section: Characteristics Of Interventions Used In Included Studiesmentioning

confidence: 99%

Combinations of techniques that effectively change health behavior: Evidence from Meta-CART analysis.

Dusseldorp¹,

Genugten²,

Buuren³

et al. 2014

Health Psychology

126

124

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Objective: Many health-promoting interventions combine multiple behavior change techniques (BCTs) to maximize effectiveness. Although, in theory, BCTs can amplify each other, the available metaanalyses have not been able to identify specific combinations of techniques that provide synergistic effects. This study overcomes some of the shortcomings in the current methodology by applying classification and regression trees (CART) to meta-analytic data in a special way, referred to as Meta-CART. The aim was to identify particular combinations of BCTs that explain intervention success. Method: A reanalysis of data from Michie, Abraham, Whittington, McAteer, and Gupta (2009) was performed. These data included effect sizes from 122 interventions targeted at physical activity and healthy eating, and the coding of the interventions into 26 BCTs. A CART analysis was performed using the BCTs as predictors and treatment success (i.e., effect size) as outcome. A subgroup meta-analysis using a mixed effects model was performed to compare the treatment effect in the subgroups found by CART. Results: Meta-CART identified the following most effective combinations: Provide information about behavior-health link with Prompt intention formation (mean effect size g ϭ 0.46), and Provide information about behavior-health link with Provide information on consequences and Use of follow-up prompts (g ϭ 0.44). Least effective interventions were those using Provide feedback on performance without using Provide instruction (g ϭ 0.05). Conclusions: Specific combinations of BCTs increase the likelihood of achieving change in health behavior, whereas other combinations decrease this likelihood. Meta-CART successfully identified these combinations and thus provides a viable methodology in the context of meta-analysis.

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“…During classes children received the computer-tailored intervention for fat intake 22 and fruit intake. Questionnaires concerning demographics, food intake and psychosocial determinants of food choices led to a tailored fat and fruit advice.…”

Section: Nutrition Interventionsmentioning

confidence: 99%