Evaluation of microcomputer nutritional teaching games in 1,876 children at school

Objective: We evaluated in a prospective study microcomputer nutritional te aching games and their contribution to the children's acquisition of nutrit ional knowledge and improvement of eating habits. Material and methods: One thousand eight hundred seventy-six children aged 7-12 years took part in this study at school. All 16 schools of the same sc hool district were randomized into two groups: games group and control grou p, both receiving conventional nutritional teaching by their teachers. The children in the games group played computer games during the conventional n utritional teaching period (2 hours a week for 5 weeks). At completion of t he study, dietetic knowledge and dietary records were evaluated in both gro ups. Results: Dietary knowledge tests results were better in the games group (p < 0.001). The children in the games group had a significantly better balanc ed 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 calciu m (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), Conclusion: 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 scho ol provides an additional and modern support to conventional teaching.