東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Meta-Analysis for Comparing Effect between Game-Based Learning versus Gamification Utilized in Nutrition Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Meta-Analysis for Comparing Effect between Game-Based Learning versus Gamification Utilized in Nutrition Education./
作者:	Chang, Chia-Lin.
面頁冊數:	1 online resource (134 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
標題:	Health education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29319737click for full text (PQDT)
ISBN:	9798845415554

Meta-Analysis for Comparing Effect between Game-Based Learning versus Gamification Utilized in Nutrition Education.
Chang, Chia-Lin.

Meta-Analysis for Comparing Effect between Game-Based Learning versus Gamification Utilized in Nutrition Education. - 1 online resource (134 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--The University of North Dakota, 2022.

Includes bibliographical references

The prevalence of obesity tripled from 1975 to 2016 and was declared as a global epidemic by the World Health Organization (WHO) in 1997 (Haththotuwa et al., 2020; "Controlling the global obesity epidemic," 2022). Nutrition education that involves knowledge and behavioral change is one major component addressing the problem ("Controlling the global obesity epidemic," 2022). Therefore, the effectiveness of each learning session is essential (Sharifirad et al., 2013). Thus, many nutrition educators have used gamified nutrition education to improve teaching effectiveness to increase healthy behavior or knowledge (Chow et al., 2020.; Munguba et al., 2008; Azevedo et al., 2019). Two approaches were often used for gamified learning: gamification and GBL (GBL; Browne et al., 2014; Johnson et al., 2016; Chow et al., 2020). Gamification applies a game mechanism to non-game content, while GBL or serious gaming involves a game that was built to achieve educational goals (De Freitas, 2006; Johnson et al., 2016). Despite many positive outcomes promoted by gamified education as a whole (Chow et al., 2020; Hamari et al., 2014), there is disagreement among researchers and professionals regarding how games affect education. This study aims to identify and analyze research literature on the effects of active game, gamification and GBL applied to nutrition knowledge and behavior. The researcher performed a network meta-analysis with three sub-constructs. First, searching journal articles that addressed nutrition education implied an intervention consolidated educational strategies into food choice knowledge, fruit and vegetable consumption, and physical activity to a non-medical background population. Then, the studies were compared on the average effect of treatment indirectly through the control group. Results indicated there were plenty of studies that investigated the effect of gamification or GBL to nutrition education. Out of three focused outcomes: food choice knowledge, fruit and vegetable consumption, and physical activity, only studies focusing on physical activity were able to produce measurable differences by comparing hours per week spent performing physical activity. Comparison of the treatment result showed that gamification had the greatest improvement in facilitating physical activity, but it was non-significant. This suggests that utilizing gamification across the globe would be the more successful intervention strategy, but would require improved heterogeneity of measurements for food knowledge and fruit and vegetable consumption in order to achieve consistent measurable results for comparison.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798845415554Subjects--Topical Terms:

559086
Health education.
Subjects--Index Terms:

Game-based learningIndex Terms--Genre/Form:

542853
Electronic books.

Meta-Analysis for Comparing Effect between Game-Based Learning versus Gamification Utilized in Nutrition Education.
LDR:04010nmm a2200373K 4500 001 2361710
005 20231027101302.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798845415554
035 $a (MiAaPQ)AAI29319737
035 $a AAI29319737
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Chang, Chia-Lin. $3 573459
245 1 0 $a Meta-Analysis for Comparing Effect between Game-Based Learning versus Gamification Utilized in Nutrition Education.
264 0 $c 2022
300 $a 1 online resource (134 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
500 $a Advisor: Stupnisky, Robert.
502 $a Thesis (Ph.D.)--The University of North Dakota, 2022.
504 $a Includes bibliographical references
520 $a The prevalence of obesity tripled from 1975 to 2016 and was declared as a global epidemic by the World Health Organization (WHO) in 1997 (Haththotuwa et al., 2020; "Controlling the global obesity epidemic," 2022). Nutrition education that involves knowledge and behavioral change is one major component addressing the problem ("Controlling the global obesity epidemic," 2022). Therefore, the effectiveness of each learning session is essential (Sharifirad et al., 2013). Thus, many nutrition educators have used gamified nutrition education to improve teaching effectiveness to increase healthy behavior or knowledge (Chow et al., 2020.; Munguba et al., 2008; Azevedo et al., 2019). Two approaches were often used for gamified learning: gamification and GBL (GBL; Browne et al., 2014; Johnson et al., 2016; Chow et al., 2020). Gamification applies a game mechanism to non-game content, while GBL or serious gaming involves a game that was built to achieve educational goals (De Freitas, 2006; Johnson et al., 2016). Despite many positive outcomes promoted by gamified education as a whole (Chow et al., 2020; Hamari et al., 2014), there is disagreement among researchers and professionals regarding how games affect education. This study aims to identify and analyze research literature on the effects of active game, gamification and GBL applied to nutrition knowledge and behavior. The researcher performed a network meta-analysis with three sub-constructs. First, searching journal articles that addressed nutrition education implied an intervention consolidated educational strategies into food choice knowledge, fruit and vegetable consumption, and physical activity to a non-medical background population. Then, the studies were compared on the average effect of treatment indirectly through the control group. Results indicated there were plenty of studies that investigated the effect of gamification or GBL to nutrition education. Out of three focused outcomes: food choice knowledge, fruit and vegetable consumption, and physical activity, only studies focusing on physical activity were able to produce measurable differences by comparing hours per week spent performing physical activity. Comparison of the treatment result showed that gamification had the greatest improvement in facilitating physical activity, but it was non-significant. This suggests that utilizing gamification across the globe would be the more successful intervention strategy, but would require improved heterogeneity of measurements for food knowledge and fruit and vegetable consumption in order to achieve consistent measurable results for comparison.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Health education. $3 559086
650 4 $a Instructional design. $3 3172279
653 $a Game-based learning
653 $a Gamification
653 $a Meta-analysis
653 $a Nutrition education
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0447
690 $a 0680
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The University of North Dakota. $b Educational Foundation & Research. $3 3349783
773 0 $t Dissertations Abstracts International $g 84-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29319737 $z click for full text (PQDT)