Impact of Technology and School-Based Nutrition Education Programs on Nutrition Knowledge and Behavior during Adolescence--A Systematic Review

Autor/inn/en	Tallon, J. M.; Saavedra Dias, R.; Costa, A. M.; Leitão, J. C.; Barros, A.; Rodrigues, V.; Monteiro, M. J.; Almeida, A.; Narciso, J.; Silva, A. J.
Titel	Impact of Technology and School-Based Nutrition Education Programs on Nutrition Knowledge and Behavior during Adolescence--A Systematic Review
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 1, S.169-180 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Costa, A. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2019.1659408
Schlagwörter	Influence of Technology; Technology Integration; Electronic Learning; Video Technology; Game Based Learning; Web Based Instruction; Nutrition Instruction; Knowledge Level; School Activities; Program Effectiveness; Intervention; Adolescents; Health Behavior; Eating Habits; Obesity; Dietetics; Educational Research + Suchen Sie Ihr Suchwort? Web Based Training; Nutrition education; Ernährungserziehung; Wissensbasis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Health behaviour; Gesundheitsverhalten; Ernährungsgewohnheit; Essgewohnheit; Adipositas; Ernährungslehre; Bildungsforschung; Pädagogische Forschung
Abstract	This study aimed to summarize the evidence of the impact of school-based nutrition education programs that incorporate technology on the acquisition of nutrition-related knowledge and behavior change of adolescents. Literature searches were conducted using Cochrane Library, Pubmed, Scopus, Science Direct, and Web of Science databases. Studies published between 2000 and 2018, with adolescents aged from 12 to 18 years, fully available in English, which involved technology-based school interventions, and reported nutrition-related outcomes, were included. Thirteen studies met all the inclusion criteria. Overall, all studies presented positive effects, though these results did not persist. It is feasible to use technology-based approaches in this type of intervention programs, but it is necessary to improve the interventions so that long-lasting results are achieved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01