Acquisition of nutritional knowledge using footgaming in the classroom setting

Abstract

The increasing trend in childhood obesity coupled with decreasing levels of academic achievement have given rise to the introduction of innovative technology, which offers physical activity elements together with healthy lifestyle learning objectives. In this preliminary study, we aimed to determine whether participation in Footgaming in the classroom setting would result in learning healthy, nutritional concepts. The experiences of student participation in the academic classroom and teachers perceptions of using active gaming in the academic classroom were also reported in self report journals. A total of 57 students (grades 3rd-5th) played nutritional games on the computer utilizing their feet to control mouse functions on a Footgaming pad. Nutritional knowledge was assessed at baseline and following 10 weeks of Footgaming in the classroom. These preliminary findings suggest that children can learn nutritional concepts using active video games in the classroom setting. Further qualitative analysis revealed that both teachers and students valued the educational experience received from playing the nutritional games. Although preliminary, these findings are an important step in improving the understanding of the influence of physical activity based technologies in the classroom setting.