Comparison of Individualized Computer Game Reinforcement versus Peer-interactive Board Game Reinforcement on Retention of Nutrition Label Knowledge

Abstract

During the last several decades, there has been an increase in the development and use of educational games in the classroom. The literature reviewed was inconclusive as to the relationship of using educational games for knowledge reinforcement and the amount of knowledge retained. The purpose of this study was to identify the relationship between nutrition label knowledge retention and the game reinforcement methods of a peer-interactive board game or an individualized computer game. Fourteen classes of fifth graders (N=277) were taught nutrition label information prior to being put into the treatment groups. The study concluded that the peer-interactive board game reinforcement was significantly more effective than the other reinforcement methods.