Joyner Damon, Wengreen Heidi J, Aguilar Sheryl S, Spruance Lori Andersen, Morrill Brooke A, Madden Gregory J
1 Department of Nutrition, Dietetics, and Food Sciences, Utah State University , Logan, Utah.
2 Department of Health Science, Brigham Young University , Provo, Utah.
Games Health J. 2017 Apr;6(2):111-118. doi: 10.1089/g4h.2016.0096. Epub 2017 Apr 4.
Previously published versions of the healthy eating "FIT Game" were administered by teachers in all grades at elementary schools. The present study evaluated whether the game would retain its efficacy if teachers were relieved of this task; presenting instead all game materials on visual displays in the school cafeteria.
Participants were 572 children attending two Title 1 elementary schools (grades K-5). Following a no-intervention baseline period in which fruit and vegetable consumption were measured from food waste, the schools played the FIT Game. In the game, the children's vegetable consumption influenced events in a good versus evil narrative presented in comic book-formatted episodes in the school cafeteria. When daily vegetable-consumption goals were met, new FIT Game episodes were displayed. Game elements included a game narrative, competition, virtual currency, and limited player autonomy. The two intervention phases were separated by a second baseline phase (within-school reversal design). Simulation Modeling Analysis (a bootstrapping technique appropriate to within-group time-series designs) was used to evaluate whether vegetable consumption increased significantly above baseline levels in the FIT Game phases (P < 0.05).
Vegetable consumption increased significantly from 21.3 g during the two baseline phases to 42.5 g during the FIT Game phases; a 99.9% increase. The Game did not significantly increase fruit consumption (which was not targeted for change), nor was there a decrease in fruit consumption.
Labor-reductions in the FIT Game did not reduce its positive impact on healthy eating.
之前发布的健康饮食“FIT游戏”版本由小学各年级的教师管理。本研究评估了如果教师不再承担此项任务，该游戏是否仍能保持其效果；而是在学校食堂的视觉展示上呈现所有游戏材料。
参与者为572名就读于两所第一类小学（幼儿园至五年级）的儿童。在一个无干预基线期内，通过食物垃圾测量水果和蔬菜的摄入量，之后学校开展了FIT游戏。在游戏中，孩子们的蔬菜摄入量会影响学校食堂以漫画形式呈现的正邪故事中的情节发展。当达到每日蔬菜摄入量目标时，会展示新的FIT游戏情节。游戏元素包括游戏剧情、竞争、虚拟货币和有限的玩家自主权。两个干预阶段由第二个基线阶段隔开（校内反转设计）。使用模拟建模分析（一种适用于组内时间序列设计的自抽样技术）来评估在FIT游戏阶段蔬菜摄入量是否显著高于基线水平（P < 0.05）。
蔬菜摄入量从两个基线阶段的21.3克显著增加到FIT游戏阶段的42.5克；增长了99.9%。该游戏并未显著增加水果摄入量（水果摄入量并非目标改变对象），水果摄入量也没有减少。
FIT游戏中减少人力投入并未降低其对健康饮食的积极影响。
