Using Computer-Based Assessments to Evaluate Interactive Multimedia Nutrition Education Among Low-Income Predominantly Hispanic Participants

Jantz, Cammy; Anderson, Jennifer; Gould, Susan Martin

doi:10.1016/s1499-4046(06)60103-6

Cited by 34 publications

(32 citation statements)

References 30 publications

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“…For one study (Jantz et al 2002) the effect size of one outcome exceeded the outlier threshold; this outcome was hence removed from the analyses. All other studies and outcomes were retained.…”

Section: Resultsmentioning

confidence: 99%

A meta-analysis of serious digital games for healthy lifestyle promotion

DeSmet

Ryckeghem

Compernolle

et al. 2014

Preventive Medicine

343

293

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Several systematic reviews have described health-promoting effects of serious games but so far no meta-analysis has been reported. This paper presents a meta-analysis of 54 serious digital game studies for healthy lifestyle promotion, in which we investigated the overall effectiveness of serious digital games on healthy lifestyle promotion outcomes and the role of theoretically and clinically important moderators. Findings showed serious games have small positive effects on healthy lifestyles (g=0.260, 95% CI 0.148; 0.373) and their determinants (g=0.334, 95% CI 0.260; 0.407), especially for knowledge. Effects on clinical outcomes were significant, but much smaller (g=0.079, 95% CI 0.038; 0.120). Long-term effects were maintained for all outcomes except for behavior. Serious games are best individually tailored to both socio-demographic and change need information, and benefit from a strong focus on game theories or a dual theoretical foundation in both behavioral prediction and game theories. They can be effective either as a stand-alone or multi-component programs, and appeal to populations regardless of age and gender. Given that effects of games remain heterogeneous, further exploration of which game features create larger effects are needed.

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Section: Resultsmentioning

confidence: 99%

A meta-analysis of serious digital games for healthy lifestyle promotion

DeSmet

Ryckeghem

Compernolle

et al. 2014

Preventive Medicine

343

293

View full text Add to dashboard Cite

show abstract

“…Not only can multimedia products strengthen factual knowledge and mastery of concepts, Ellis (2001) found that educational products that were enhanced with multimedia proved effective in promoting critical thinking in adult students. Multimedia education tools have been used to teach urology to undergraduate medical students (Teichman, 1999), improve health outcomes of children with asthma (Krishna et al, 2003), improve nutrition education in at-risk populations (Carroll et al, 1996;Jantz, Anderson, & Gould, 2002), teach the basics of ABA to parent of children diagnosed with ASD (PEAT, 2010), and allow cancer patients to make informed treatment choices (Diefenbach & Butz, 2004). Over the past seventeen years, Keenan (1993;1997;2003; has designed and produced numerous multimedia packages to facilitate the learning of behavioural concepts, principles, and procedures directed at promoting critical thinking skills (Keenan & Dillenburger, 2000a;2001;Keenan et al, 2003;PEAT, 2007;.…”

Section: Multimedia Technology In Teachingmentioning

confidence: 99%

Teaching and Learning Technologies in Higher Education: Applied Behaviour Analysis and Autism; “Necessity is the Mother of Invention”

Roll-Pettersson

́-Rosales

Keenan

et al. 2010

European Journal of Behavior Analysis

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247The implementation of effective instruction in higher education for professionals working with children with autism and their families is complex: not only does the learner need to acquire an understanding of the principles and procedures of applied behaviour analysis but s/he also needs to be able to apply these to autism interventions. In essence, a professional who is appropriately trained in behaviour analysis and autism intervention should be able to understand and interpret autism diagnostic procedures; implement and utilize direct and indirect assessments; discern non-evidence-based from evidencebased practices; select and apply procedures as appropriate; be proficient in functional assessment and analysis, data collection and evaluation procedures; and problem-solve effectively when children are not making progress.However, as noted in the introduction to this special section, few universities worldwide offer higher education programs in applied behaviour analysis that are accredited by the Association for Behaviour Analysis International (ABAI) and approved by the Behavior Analytic Certification Board (BACB) for Certification (see Weiss & Shook, 2010). Even fewer have higher education programs that combine autism and applied behaviour analysis courses which meet consumer guidelines for autism specialists (see Weiss & Shook) and also fulfil university validation standards.In many places throughout the world the demand for behaviour analytic supports and services for individuals with autism far outweighs the availability of graduate-level courses. This situation has led to professionals who lack both adequate knowledge and relevant Professionals on both international and national levels who work with children with autism are expressing the need for graduate-level training in applied behaviour analysis. The implementation of effective instruction in higher education for professionals working with children with autism and their families is a complex undertaking: the learner needs to acquire an understanding of the principles and procedures of applied behaviour analysis and also adapt this knowledge to the learning prerequisites of individuals with autism. In this paper we outline some current thinking about adult education and blended learning technologies and then describe and illustrate with examples emerging possibilities of multimedia technology in the development of teaching materials. We conclude that synergies between graduate-level curriculum requirements, knowledge of adult learning, and communication technology are necessary to establish comprehensive learning environments for professionals who specialize in autism intervention.

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“…Due in part to the increased use and accessibility of computers in multiple settings (eg, homes, libraries, churches, recreational community centers, grocery stores, and schools) [7,9], the use of Web and computer-based assessments in large research trials have increased over the past 10 years [4,6,10]. The National Institutes of Health has recognized the need for novel/innovative assessment methods using technological advances in physical activity and dietary assessment (eg, PAR-12-198).…”

Section: Introductionmentioning

confidence: 99%

“…There is no consensus to whether a paper-based assessment is superior to a computerized one [11]; however, computer-based tools can provide an alternative means to collect and analyze data [12] and may be appealing to practitioners and researchers because of their proposed benefits. Computer-administered assessments may overcome difficulties sometimes associated with paper-based surveys as they allow for interactivity-two-way communication between computer and participant through photographs, videos, and displayed text with or without audio [7]. Other advantages of computerized questionnaire administration include-complete responses (ie, prompting individuals to answer all questions), written and narrated text, visual cues of portion sizes, immediate and rapid data entry and scoring, decreased scoring errors, increased attentiveness from participants, instantaneous feedback, and a greater ability to access understudied populations [6,8,10,13,14].…”

Section: Introductionmentioning

confidence: 99%

The Comparative Validity of Interactive Multimedia Questionnaires to Paper-Administered Questionnaires for Beverage Intake and Physical Activity: Pilot Study

Riebl¹,

Paone²,

Hedrick³

et al. 2013

JMIR Res Protoc

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BackgroundBrief, valid, and reliable dietary and physical activity assessment tools are needed, and interactive computerized assessments (ie, those with visual cues, pictures, sounds, and voiceovers) can reduce administration and scoring burdens commonly encountered with paper-based assessments.ObjectiveThe purpose of this pilot investigation was to evaluate the comparative validity and reliability of interactive multimedia (IMM) versions (ie, IMM-1 and IMM-2) compared to validated paper-administered (PP) versions of the beverage intake questionnaire (BEVQ-15) and Stanford Leisure-Time Activity Categorical Item (L-Cat); a secondary purpose was to evaluate results across two education attainment levels.MethodsAdults 21 years or older (n=60) were recruited to complete three laboratory sessions, separated by three to seven days in a randomly assigned sequence, with the following assessments–demographic information, two IMM and one paper-based (PP) version of the BEVQ-15 and L-Cat, health literacy, and an IMM usability survey.ResultsResponses across beverage categories from the IMM-1 and PP versions (validity; r=.34-.98) and the IMM-1 and IMM-2 administrations (reliability; r=.61-.94) (all P<.001) were significantly correlated. Paired t tests revealed significant differences in sugar-sweetened beverage (SSB) grams and kcal (P=.02 and P=.01, respectively) and total beverage kcal (P=.03), on IMM-1 and IMM-2; however, comparative validity was demonstrated between IMM-2 and the PP version suggesting familiarization with the IMM tool may influence participant responses (mean differences: SSB 63 grams, SEM 87; P=.52; SSB 21 kcal, SEM 33; P=.48; total beverage 65 kcal, SEM 49; P=.19). Overall mean scores between the PP and both IMM versions of the L-Cat were different (both P<.001); however, responses on all versions were correlated (P<.001). Differences between education categories were noted at each L-Cat administration (IMM-1: P=.008; IMM-2: P=.001; PP: P=.002). Major and minor themes from user feedback suggest that the IMM questionnaires were easy to complete, and relevant to participants' typical beverage choices and physical activity habits.ConclusionsIn general, less educated participants consumed more total beverage and SSB energy, and reported less engagement in physical activity. The IMM BEVQ-15 appears to be a valid and reliable measure to assess habitual beverage intake, although software familiarization may increase response accuracy. The IMM-L-Cat can be considered reliable and may have permitted respondents to more freely disclose actual physical activity levels versus the paper-administered tool. Future larger-scale investigations are warranted to confirm these possibilities.

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Using Computer-Based Assessments to Evaluate Interactive Multimedia Nutrition Education Among Low-Income Predominantly Hispanic Participants

Cited by 34 publications

References 30 publications

A meta-analysis of serious digital games for healthy lifestyle promotion

A meta-analysis of serious digital games for healthy lifestyle promotion

Teaching and Learning Technologies in Higher Education: Applied Behaviour Analysis and Autism; “Necessity is the Mother of Invention”

The Comparative Validity of Interactive Multimedia Questionnaires to Paper-Administered Questionnaires for Beverage Intake and Physical Activity: Pilot Study

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