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Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review
Experiential learning is the process where learners create meaning from direct experience. This systematic review aimed to examine the effects of experiential learning activities on dietary outcomes (knowledge, attitudes, behaviors) in children. Four databases: Education Research Complete, Scopus, W...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8535521/ https://www.ncbi.nlm.nih.gov/pubmed/34682570 http://dx.doi.org/10.3390/ijerph182010824 |
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author | Varman, Sumantla D. Cliff, Dylan P. Jones, Rachel A. Hammersley, Megan L. Zhang, Zhiguang Charlton, Karen Kelly, Bridget |
author_facet | Varman, Sumantla D. Cliff, Dylan P. Jones, Rachel A. Hammersley, Megan L. Zhang, Zhiguang Charlton, Karen Kelly, Bridget |
author_sort | Varman, Sumantla D. |
collection | PubMed |
description | Experiential learning is the process where learners create meaning from direct experience. This systematic review aimed to examine the effects of experiential learning activities on dietary outcomes (knowledge, attitudes, behaviors) in children. Four databases: Education Research Complete, Scopus, Web of Science and PsychINFO were searched from database inception to 2020. Eligible studies included children 0–12 years, assessed effect of experiential learning on outcomes of interest compared to non-experiential learning and were open to any setting. The quality of studies was assessed using the revised Cochrane risk of bias tool by two independent reviewers and effect size was calculated on each outcome. Nineteen studies were conducted in primary school, six in pre-school and one in an outside-of-school setting and used nine types of experiential learning strategies. Cooking, taste-testing, games, role-playing, and gardening were effective in improving nutrition outcomes in primary school children. Sensory evaluation, games, creative arts, and storybooks were effective for preschool children. Multiple strategies involving parents, and short/intense strategies are useful for intervention success. Experiential learning is a useful strategy to improve children’s knowledge, attitudes, and behaviors towards healthy eating. Fewer studies in pre-school and outside of school settings and high risk of bias may limit the generalizability and strength of the findings. |
format | Online Article Text |
id | pubmed-8535521 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-85355212021-10-23 Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review Varman, Sumantla D. Cliff, Dylan P. Jones, Rachel A. Hammersley, Megan L. Zhang, Zhiguang Charlton, Karen Kelly, Bridget Int J Environ Res Public Health Systematic Review Experiential learning is the process where learners create meaning from direct experience. This systematic review aimed to examine the effects of experiential learning activities on dietary outcomes (knowledge, attitudes, behaviors) in children. Four databases: Education Research Complete, Scopus, Web of Science and PsychINFO were searched from database inception to 2020. Eligible studies included children 0–12 years, assessed effect of experiential learning on outcomes of interest compared to non-experiential learning and were open to any setting. The quality of studies was assessed using the revised Cochrane risk of bias tool by two independent reviewers and effect size was calculated on each outcome. Nineteen studies were conducted in primary school, six in pre-school and one in an outside-of-school setting and used nine types of experiential learning strategies. Cooking, taste-testing, games, role-playing, and gardening were effective in improving nutrition outcomes in primary school children. Sensory evaluation, games, creative arts, and storybooks were effective for preschool children. Multiple strategies involving parents, and short/intense strategies are useful for intervention success. Experiential learning is a useful strategy to improve children’s knowledge, attitudes, and behaviors towards healthy eating. Fewer studies in pre-school and outside of school settings and high risk of bias may limit the generalizability and strength of the findings. MDPI 2021-10-15 /pmc/articles/PMC8535521/ /pubmed/34682570 http://dx.doi.org/10.3390/ijerph182010824 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Systematic Review Varman, Sumantla D. Cliff, Dylan P. Jones, Rachel A. Hammersley, Megan L. Zhang, Zhiguang Charlton, Karen Kelly, Bridget Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review |
title | Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review |
title_full | Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review |
title_fullStr | Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review |
title_full_unstemmed | Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review |
title_short | Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review |
title_sort | experiential learning interventions and healthy eating outcomes in children: a systematic literature review |
topic | Systematic Review |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8535521/ https://www.ncbi.nlm.nih.gov/pubmed/34682570 http://dx.doi.org/10.3390/ijerph182010824 |
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