Elsevier

Journal of Nutrition Education and Behavior

Volume 44, Issue 6, November–December 2012, Pages 614-617
Journal of Nutrition Education and Behavior

Research Brief
Six Characteristics of Nutrition Education Videos That Support Learning and Motivation to Learn

https://doi.org/10.1016/j.jneb.2011.10.010Get rights and content

Abstract

Objective

To identify characteristics in nutrition education video vignettes that support learning and motivation to learn about feeding children.

Methods

Nine focus group interviews were conducted with child care providers in child care settings from 4 states in the western United States: California, Idaho, Oregon, and Washington. At each focus group interview, 3-8 participants (n = 37) viewed video vignettes and participated in a facilitated focus group discussion that was audiorecorded, transcribed, and analyzed.

Results

Primary characteristics of video vignettes child care providers perceived as supporting learning and motivation to learn about feeding young children were identified: (1) use real scenarios; (2) provide short segments; (3) present simple, single messages; (4) convey a skill-in-action; (5) develop the videos so participants can relate to the settings; and (6) support participants' ability to conceptualize the information.

Conclusions and Implications

These 6 characteristics can be used by nutrition educators in selecting and developing videos in nutrition education.

Introduction

Using video instruction in nutrition education programs enriches learning1, 2, 3 and can provide an innovative way to organize and present information intended for the adult learner.4 Videos are auditory with visual transmissions of images5 used to help facilitate behavior change, a goal of nutrition education.6 Effective use of video in nutrition education supports a number of nutrition education theories, as no single theory is useful for every adult across all nutrition-related behaviors.7

A variety of nutrition education theories support the use of video.1, 2, 3 The knowledge-attitude-behavior model supports video use by offering an appealing method of disseminating nutrition information.2, 6 According to Social Cognitive Theory,8 a learner is more apt to perform a new behavior after watching others succeed. Videos have been effective when they show individuals achieving success in environments with culturally appropriate food, settings, language, and music that appeal to a specific audience.1 Using the Theory of Planned Behavior,9 videos can function as an antecedent before a learning activity to facilitate discussion among learners.3 In addition, adult learning theory supports video use in that adults want to see how the information they are learning applies to their own lives,10 and watching video provides the medium to do so.

Video in nutrition education is a valuable tool to support learning and it can be adapted for all learners.11 The integration of video into nutrition education curricula is increasing,11 which demonstrates that the value of understanding the characteristics of video is necessary to best support nutrition education for future video use and development. The purpose of this study was to identify child care providers' perceptions of the characteristics in educational video vignettes that support their learning and motivation to learn about feeding young children.

Section snippets

Methods

A variety of 1- to 5-minute nutrition education video vignettes with actual footage of children at mealtimes were developed prior to this study.12 The intention of each vignette was to convey 1 skill from various aspects of supporting young children at mealtimes in child care settings. For example, a 3-minute segment may feature 5 video clips that demonstrated the same skill, such as a child's ability to self-serve food, but the clips were from different footage. To gather information on the

Discussion

Use of video in nutrition education has increased because of its appeal to both educators and learners.1, 2, 3 Any video, including the videos in the present study, provides the characteristics of both visual and auditory media to enhance learning.5 This study identified child care providers' perceptions of criteria to consider in development and selection of nutrition education video.

The criteria identified in this study are supported by adult learning theory. Adult learners want information

References (20)

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