Prevention on healthy and sustainable food choices among 5th and 4th graders (age range: 12 - 14 years). Not Applicable
Conditions
Interventions
Epidaure Market is a virtual supermarket. The visual display with the different aisles, gondola heads, promotional offers, micro-announcements, and the atmosphere have been designed to recall the actu
it also contains a range of various information materials for students. As the school programs are quite dense, the number of videogame sessions is small (n=3) to facilitate the project implementation
Sponsors
Université Paul-Valéry Montpellier
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Middle school students aged 12 to 14 years 2. 5th and 4th grades 3. Whose parents have agreed to answer the questionnaires 4. Have the student's consent
Exclusion criteria
Exclusion criteria: 1. Participants who refuse give informed consent 2. Parents of participants refusing informed consent
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Motivation to make food choices measured using a survey available on the "Epidaure market" website with specific access codes will be used to assess the various outcomes (primary and secondary) at 3 points in time: pre- and post-intervention surveys at 1 month and follow-up (4 to 6 months). The questionnaire used is based on that of Sautron et al (2015) but has been adapted for an adolescent population. | — |
Secondary
| Measure | Time frame |
|---|---|
| Measured before intervention (T0), 1 month after (T1) and follow-up 4 to 6 months (T2): 1. Assessment of social norms based on the theory of planned behavior (Ajzen et al, 1985) 2. Assessment of confidence in one's judgment to achieve a health outcome and confidence in one's ability to make healthy food choices (The Personal Efficacy Questionnaire for Eating Healthy Foods, Ravoniarison & Gollety, 2017). 3. Nutritional knowledge will be assessed using a product selection task (adapted from 'Opticourses' intervention by Darmon et al., 2020) Measured after the intervention and will last until the end of the school year: 4. The feasibility, acceptability and transferability of the intervention will be assessed using a qualitative study with the various stakeholders (focus groups with students, interviews with teachers, supervisory staff and parents). More specifically, transferability will be studied using the ASTAIRE grid and the FIC model. -The ASTAIRE grid (Cambon et al. 2013) includes data to describe the population, environmental factors that could influence the effects of the intervention, implementation elements and means to support the transfer that contributes to adaptation to a new context. -The FIC model has been detailed elsewhere (Villeval M et al. Implement Sci. 2019). Briefly, it has three main objectives: to improve the transferability of interventions, by distinguishing their transferable dimensions (key functions) from context-specific activities (forms); to deconstruct an intervention with the aim of describing it in detail, identifying its key functions, which could then potentially be transferred to other contexts; to better anticipate and analyze the effects of an intervention on social inequalities in health, thanks to this deconstruction. A multi-stage qualitative methodology is used to achieve these objectives. For the FIC team, this involves taking part in project meetings, reading and analyzing documents produced as part of the intervention | — |
Countries
France
Contacts
Public ContactAurélie Curnier
Outcome results
None listed