Turnin M C, Tauber M T, Couvaras O, Jouret B, Bolzonella C, Bourgeois O, Buisson J C, Fabre D, Cance-Rouzaud A, Tauber J P, Hanaire-Broutin H
Service de Diabétologie-Maladies Métaboliques-Nutrition, CHU Rangueil, 1, avenue Jean Poulhès, 31403, Toulouse Cedex 4.
Diabetes Metab. 2001 Sep;27(4 Pt 1):459-64.
We evaluated in a prospective study microcomputer nutritional teaching games and their contribution to the children's acquisition of nutritional knowledge and improvement of eating habits.
One thousand eight hundred seventy-six children aged 7-12 years took part in this study at school. All 16 schools of the same school district were randomized into two groups: games group and control group, both receiving conventional nutritional teaching by their teachers. The children in the games group played computer games during the conventional nutritional teaching period (2 hours a week for 5 weeks). At completion of the study, dietetic knowledge and dietary records were evaluated in both groups.
Dietary knowledge tests results were better in the games group (p<0.001). The children in the games group had a significantly better balanced diet for an energy intake of about 1900 kilocalories: more carbohydrate (46.4 +/- 0.2% vs 45.7 +/- 0.2%, p<0.05), less fat (37.1 +/- 0.1% vs 37.6 +/- 0.2%, p<0.05), less protein (16.5 +/- 0.1% vs 16.7 +/- 0.1%, p<0.05), less saccharose (11.5 +/- 0.1% vs 12.2 +/- 0.2%, p<0.001), more calcium (p<0.001) and more fiber (p<0.05). The games group had a better snack at 10 a.m., a less copious lunch and less nibbling (p<0.001).
The children in the games group had slightly but significantly better nutritional knowledge and dietary intake compared to children in the control group. Using our micro computer nutritional teaching games at school provides an additional and modern support to conventional teaching.
我们在一项前瞻性研究中评估了微型计算机营养教学游戏及其对儿童获取营养知识和改善饮食习惯的贡献。
1876名7至12岁的儿童在学校参与了本研究。同一学区的16所学校被随机分为两组：游戏组和对照组，两组均接受教师的常规营养教学。游戏组的儿童在常规营养教学期间（每周2小时，共5周）玩电脑游戏。研究结束时，对两组儿童的饮食知识和饮食记录进行了评估。
游戏组的饮食知识测试结果更好（p<0.001）。对于能量摄入约1900千卡的情况，游戏组儿童的饮食明显更均衡：碳水化合物更多（46.4±0.2%对45.7±0.2%，p<0.05），脂肪更少（37.1±0.1%对37.6±0.2%，p<0.05），蛋白质更少（16.5±0.1%对16.7±0.1%，p<0.05），蔗糖更少（11.5±0.1%对12.2±0.2%，p<0.001），钙更多（p<0.001），纤维更多（p<0.05）。游戏组在上午10点的零食更好，午餐量更少，吃零食更少（p<0.001）。
与对照组儿童相比，游戏组儿童的营养知识和饮食摄入量略好但有显著差异。在学校使用我们的微型计算机营养教学游戏为传统教学提供了额外的现代支持。
