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Liu B, Wan X, Li X, Zhu D, Liu Z. An Augmented Reality Serious Game for Children's Optical Science Education: Randomized Controlled Trial. JMIR Serious Games 2024; 12:v12i1e47807. [PMID: 38329284 PMCID: PMC10879978 DOI: 10.2196/47807] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2023] [Revised: 10/09/2023] [Accepted: 11/06/2023] [Indexed: 02/09/2024] Open
Abstract
Background Knowledge construction in the context of children's science education is an important part of fostering the development of early scientific literacy. Nevertheless, children sometimes struggle to comprehend scientific knowledge due to the presence of abstract notions. Objective This study aimed to evaluate the efficacy of augmented reality (AR) games as a teaching tool for enhancing children's understanding of optical science education. Methods A total of 36 healthy Chinese children aged 6-8 years were included in this study. The children were randomly divided into an intervention group (n=18, 50%) and a control group (n=18, 50%). The intervention group received 20 minutes of AR science education using 3 game-based learning modules, whereas the control group was asked to learn the same knowledge for 20 minutes with a non-AR science learning app. Predict observe explain tests for 3 topics (animal vision, light transmission, and color-light mixing) were conducted for all participants before and after the experiment. Additionally, the Intrinsic Motivation Inventory, which measures levels of interest-enjoyment, perceived competence, effort-importance, and tension-pressure, was conducted for children after the experiment. Results There was a statistically significant difference in light transmission (z=-2.696; P=.008), color-light mixing (z=-2.508; P=.01), and total predict observe explain test scores (z=2.458; P=.01) between the 2 groups. There were also variations between the groups in terms of levels of interest-enjoyment (z=-2.440; P=.02) and perceived competence (z=-2.170; P=.03) as measured by the Intrinsic Motivation Inventory. Conclusions The randomized controlled trial confirmed that the AR-based science education game we designed can correct children's misconceptions about science and enhance the effectiveness of science education.
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Affiliation(s)
- Bo Liu
- School of Design, Shanghai Jiao Tong University, Shanghai, China
| | - Xinyue Wan
- School of Design, Shanghai Jiao Tong University, Shanghai, China
| | - Xiaofang Li
- School of Design, Shanghai Jiao Tong University, Shanghai, China
| | - Dian Zhu
- School of Design, Shanghai Jiao Tong University, Shanghai, China
| | - Zhao Liu
- School of Design, Shanghai Jiao Tong University, Shanghai, China
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Nascimento GBS, de Maio Nascimento M, de Araújo LMG, Gouveia ÉR, Ihle A. Comics as a Physical Education Tool for Health Promotion in Brazilian Primary Education, Based on Paulo Freire's Principles of Empowerment. Children (Basel) 2023; 10:1575. [PMID: 37761536 PMCID: PMC10527742 DOI: 10.3390/children10091575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 09/13/2023] [Accepted: 09/18/2023] [Indexed: 09/29/2023]
Abstract
Incorrect postural habits developed already at an early age are predictors of low back pain and functional limitations in adult life. Postural education programs (PEPs) are activities developed in Physical Education classes with the aim of promoting healthy habits. One tool used by PEPs is comics. The objective of this study was to develop comics and apply them as a teaching tool in PEPs for students aged seven to ten years. The procedures were based on individual empowerment principles, including creation activities, reading, painting, crosswords, and discussion of comics. The activities strengthened the students' interactions, gaining new knowledge that required cognitive and expressive resources to interpret, associate, and conceptualize themes of correct body posture. During six weeks of intervention, knowledge about body posture, anatomy, and health promotion exercises increased significantly in relation to the beginning of activities. The comic book proved to be an effective, attractive, and low-cost didactic resource.
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Affiliation(s)
- George Bernard Soares Nascimento
- Department of Physical Education, Federal University of Vale do São Francisco, Petrolina 56304-917, Brazil; (G.B.S.N.); (L.M.G.d.A.)
| | - Marcelo de Maio Nascimento
- Department of Physical Education, Federal University of Vale do São Francisco, Petrolina 56304-917, Brazil; (G.B.S.N.); (L.M.G.d.A.)
| | - Luciana Márcia Gomes de Araújo
- Department of Physical Education, Federal University of Vale do São Francisco, Petrolina 56304-917, Brazil; (G.B.S.N.); (L.M.G.d.A.)
| | - Élvio R. Gouveia
- Department of Physical Education and Sport, University of Madeira, 9020-105 Funchal, Portugal;
- Laboratory of Robotics and Engineering Systems (LARSYS), Interactive Technologies Institute, 9020-105 Funchal, Portugal
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, 1227 Carouge, Switzerland;
| | - Andreas Ihle
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, 1227 Carouge, Switzerland;
- Department of Psychology, University of Geneva, 1227 Carouge, Switzerland
- Swiss Center of Expertise in Life Course Research LIVES, 1227 Carouge, Switzerland
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Sandseter EBH, Sando OJ, Lorås H, Kleppe R, Storli L, Brussoni M, Bundy A, Schwebel DC, Ball DJ, Haga M, Little H. Virtual Risk Management-Exploring Effects of Childhood Risk Experiences through Innovative Methods (ViRMa) for Primary School Children in Norway: Study Protocol for the ViRMa Project. JMIR Res Protoc 2023; 12:e45857. [PMID: 37285210 DOI: 10.2196/45857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Revised: 05/16/2023] [Accepted: 05/17/2023] [Indexed: 06/08/2023] Open
Abstract
BACKGROUND Research indicates that risky play benefits children's risk assessment and risk management skills and offers several positive health effects such as resilience, social skills, physical activity, well-being, and involvement. There are also indications that the lack of risky play and autonomy increases the likelihood of anxiety. Despite its well-documented importance, and the willingness of children to engage in risky play, this type of play is increasingly restricted. Assessing long-term effects of risky play has been problematic because of ethical issues with conducting studies designed to allow or encourage children to take physical risks with the potential of injury. OBJECTIVE The Virtual Risk Management project aims to examine children's development of risk management skills through risky play. To accomplish this, the project aims to use and validate newly developed and ethically appropriate data collection tools such as virtual reality, eye tracking, and motion capturing, and to provide insight into how children assess and handle risk situations and how children's past risky play experiences are associated with their risk management. METHODS We will recruit 500 children aged 7-10 years and their parents from primary schools in Norway. Children's risk management will be measured through data concerning their risk assessment, risk willingness, and risk handling when completing a number of tasks in 3 categories of virtual reality scenarios: street crossing, river crossing, and playing on playground equipment. The children will move around physically in a large space while conducting the tasks and wear 17 motion-capturing sensors that will measure their movements to analyze motor skills. We will also collect data on children's perceived motor competence and their sensation-seeking personality. To obtain data on children's risk experiences, parents will complete questionnaires on their parental style and risk tolerance, as well as information about the child's practical risk experience. RESULTS Four schools have been recruited to participate in data collection. The recruitment of children and parents for this study started in December 2022, and as of April 2023, a total of 433 parents have consented for their children to participate. CONCLUSIONS The Virtual Risk Management project will increase our understanding of how children's characteristics, upbringing, and previous experiences influence their learning and ability to handle challenges. Through development and use of cutting-edge technology and previously developed measures to describe aspects of the children's past experiences, this project addresses crucial topics related to children's health and development. Such knowledge may guide pedagogical questions and the development of educational, injury prevention, and other health-related interventions, and reveal essential areas for focus in future studies. It may also impact how risk is addressed in crucial societal institutions such as the family, early childhood education, and schools. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) DERR1-10.2196/45857.
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Affiliation(s)
- Ellen Beate Hansen Sandseter
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
| | - Ole Johan Sando
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
| | - Håvard Lorås
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
- Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway
| | - Rasmus Kleppe
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
| | - Lise Storli
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
| | - Mariana Brussoni
- Department of Pediatrics, Human Early Learning Partnership, School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada
- British Columbia Children's Hospital Research Institute, Vancouver, BC, Canada
| | - Anita Bundy
- Department of Occupational Therapy, Colorado State University, Fort Collins, CO, United States
| | - David C Schwebel
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, United States
| | - David J Ball
- Department of Science and Technology, Centre for Decision Analysis and Risk Management, Middlesex University, London, United Kingdom
| | - Monika Haga
- Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway
| | - Helen Little
- School of Education, Macquarie University, Sydney, Australia
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Holloway TP, Dalton L, Hughes R, Jayasinghe S, Patterson KAE, Murray S, Soward R, Byrne NM, Hills AP, Ahuja KDK. School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis. Nutrients 2023; 15:nu15051190. [PMID: 36904189 PMCID: PMC10005652 DOI: 10.3390/nu15051190] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Revised: 02/20/2023] [Accepted: 02/23/2023] [Indexed: 03/02/2023] Open
Abstract
School environments can create healthy settings to foster children's health and well-being. School gardening is gaining popularity as an intervention for healthier eating and increased physical activity. We used a systematic realist approach to investigate how school gardens improve health and well-being outcomes for school-aged children, why, and in what circumstances. The context and mechanisms of the specific school gardening interventions (n = 24) leading to positive health and well-being outcomes for school-aged children were assessed. The impetus of many interventions was to increase fruit and vegetable intake and address the prevention of childhood obesity. Most interventions were conducted at primary schools with participating children in Grades 2 through 6. Types of positive outcomes included increased fruit and vegetable consumption, dietary fiber and vitamins A and C, improved body mass index, and improved well-being of children. Key mechanisms included embedding nutrition-based and garden-based education in the curriculum; experiential learning opportunities; family engagement and participation; authority figure engagement; cultural context; use of multi-prong approaches; and reinforcement of activities during implementation. This review shows that a combination of mechanisms works mutually through school gardening programs leading to improved health and well-being outcomes for school-aged children.
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Affiliation(s)
- Timothy P. Holloway
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Lisa Dalton
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Roger Hughes
- School of Health Sciences, Swinburne University of Technology, Melbourne, VIC 3122, Australia
| | - Sisitha Jayasinghe
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Kira A. E. Patterson
- School of Education, College of Arts, Law and Education, University of Tasmania, Launceston, TAS 7250, Australia
| | - Sandra Murray
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Robert Soward
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Nuala M. Byrne
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Andrew P. Hills
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
| | - Kiran D. K. Ahuja
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7250, Australia
- Nutrition Society of Australia, Crows Nest, NSW 1585, Australia
- Correspondence:
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Black M, Barnes A, Strong M, Brook A, Ray A, Holden B, Foster C, Taylor-Robinson D. Relationships between Child Development at School Entry and Adolescent Health-A Participatory Systematic Review. Int J Environ Res Public Health 2021; 18:11613. [PMID: 34770127 PMCID: PMC8582847 DOI: 10.3390/ijerph182111613] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Revised: 10/21/2021] [Accepted: 10/25/2021] [Indexed: 11/17/2022]
Abstract
The relationship between child development and adolescent health, and how this may be modified by socio-economic conditions, is poorly understood. This limits cross-sector interventions to address adolescent health inequality. This review summarises evidence on the associations between child development at school starting age and subsequent health in adolescence and identifies factors affecting associations. We undertook a participatory systematic review, searching electronic databases (MEDLINE, PsycINFO, ASSIA and ERIC) for articles published between November 1990 and November 2020. Observational, intervention and review studies reporting a measure of child development and subsequent health outcomes, specifically weight and mental health, were included. Studies were individually and collectively assessed for quality using a comparative rating system of stronger, weaker, inconsistent or limited evidence. Associations between child development and adolescent health outcomes were assessed and reported by four domains of child development (socio-emotional, cognitive, language and communication, and physical development). A conceptual diagram, produced with stakeholders at the outset of the study, acted as a framework for narrative synthesis of factors that modify or mediate associations. Thirty-four studies were included. Analysis indicated stronger evidence of associations between measures of socio-emotional development and subsequent mental health and weight outcomes; in particular, positive associations between early externalising behaviours and later internalising and externalising, and negative associations between emotional wellbeing and later internalising and unhealthy weight. For all other domains of child development, although associations with subsequent health were positive, the evidence was either weaker, inconsistent or limited. There was limited evidence on factors that altered associations. Positive socio-emotional development at school starting age appears particularly important for subsequent mental health and weight in adolescence. More collaborative research across health and education is needed on other domains of development and on the mechanisms that link development and later health, and on how any relationship is modified by socio-economic context.
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Affiliation(s)
- Michelle Black
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - Amy Barnes
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - Mark Strong
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - Anna Brook
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - Anna Ray
- Department of Health Sciences, University of York, Seebohm Rowntree Building, Heslington, York YO10 5DD, UK;
| | - Ben Holden
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - Clare Foster
- School of Health and Related Research, The University of Sheffield, Regent Court, 30 Regent Street, Sheffield S1 4DA, UK; (A.B.); (M.S.); (A.B.); (B.H.); (C.F.)
| | - David Taylor-Robinson
- Public Health, Policy and Systems, Institute of Population Health, University of Liverpool, Liverpool L69 3GL, UK;
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Giang KB, Oh J, Kien VD, Hoat LN, Choi S, Lee CO, Van Minh H. Changes and inequalities in early birth registration and childhood care and education in Vietnam: findings from the Multiple Indicator Cluster Surveys, 2006 and 2011. Glob Health Action 2016; 9:29470. [PMID: 26950564 PMCID: PMC4780094 DOI: 10.3402/gha.v9.29470] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2015] [Revised: 01/05/2016] [Accepted: 01/05/2016] [Indexed: 11/14/2022] Open
Abstract
Introduction Early birth registration, childhood care, and education are essential rights for children and are important for their development and education. This study investigates changes and socioeconomic inequalities in early birth registration and indicators of care and education in children aged under 5 years in Vietnam. Design The analyses reported here used data from the Vietnam Multiple Indicator Cluster Surveys (MICS) in 2006 and 2011. The sample sizes in 2006 and 2011 were 2,680 and 3,678 for children under 5 years of age. Four indicators of childcare and preschool education were measured: birth registration, possession of books, preschool education attendance, and parental support for early childhood education. The concentration index (CI) was used to measure inequalities in gender, maternal education, geographical area, place of residence, ethnicity, and household wealth. Results There were some improvements in birth registration (86.4% in 2006; 93.8% in 2011), preschool education attendance (57.1% in 2006; 71.9% in 2011), and parental support for early childhood education (68.9 and 76.8%, respectively). However, the possession of books was lower (24.7% in 2006; 19.6% in 2011) and became more unequal over time (i.e. CI=0.370 in 2006; CI=0.443 in 2011 in wealth inequality). Inequalities in the care and education of children were still persistent. The largest inequalities were for household wealth and rural versus urban areas. Conclusion Although there have been some improvements in this area, inequalities still exist. Policy efforts in Vietnam should be directed towards closing the gap between different socioeconomic groups for the care and education of children under 5 years old.
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Affiliation(s)
- Kim Bao Giang
- Department of Health Education and Center for Health System Research, Hanoi Medical University, Hanoi, Vietnam;
| | - Juhwan Oh
- JW LEE Center for Global Medicine, Seoul National University College of Medicine, Seoul, Korea;
| | - Vu Duy Kien
- Center for Population Health Sciences, Hanoi School of Public Health, Hanoi, Vietnam
| | - Luu Ngoc Hoat
- Department of Biostatistics and Health Informatics, Hanoi Medical University, Hanoi, Vietnam
| | - Sugy Choi
- JW LEE Center for Global Medicine, Seoul National University College of Medicine, Seoul, Korea
| | - Chul Ou Lee
- JW LEE Center for Global Medicine, Seoul National University College of Medicine, Seoul, Korea
| | - Hoang Van Minh
- Center for Population Health Sciences, Hanoi School of Public Health, Hanoi, Vietnam
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Rebok GW, Carlson MC, Glass TA, McGill S, Hill J, Wasik BA, Ialongo N, Frick KD, Fried LP, Rasmussen MD. Short-term impact of Experience Corps participation on children and schools: results from a pilot randomized trial. J Urban Health 2004; 81:79-93. [PMID: 15047787 PMCID: PMC3456143 DOI: 10.1093/jurban/jth095] [Citation(s) in RCA: 75] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This article reports on the short-term impact of a school-based program using older adult volunteers and aimed at improved academic achievement and reduced disruptive classroom behavior in urban elementary school students. The Experience Corps Baltimore (Maryland) program places a critical mass of older adult volunteers, serving 15 hours or more per week, in public schools to perform meaningful and important roles to improve the educational outcomes of children and the health and well-being of the volunteers. This article reports on the preliminary impact of the program on children in grades K-3. A total of 1,194 children in grades K-3 from six urban elementary schools participated in this pilot trial. At follow-up, third grade children whose schools were randomly selected for the program had significantly higher scores on a standardized reading test than children in the control schools, and there was a nonsignificant trend for improvement in alphabet recognition and vocabulary ability among kindergarten children in the program. Office referrals for classroom misbehavior decreased by about half in the Experience Corps schools, but remained the same in the control schools. Teachers had somewhat more favorable attitudes toward senior volunteers as a result of having older volunteers in the classroom, although the difference between the intervention and control schools was not statistically significant. In this pilot trial, the Experience Corps program led to selective improvements in student reading/academic achievement and classroom behavior while not burdening the school staff.
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Affiliation(s)
- George W Rebok
- Department of Mental Health, Johns Hopkins University Bloomberg School of Public Health, 624 North Broadway, Baltimore, MD 21205, USA.
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