Formative evaluation of a nutrition label education intervention using computer gamification to promote learning among school students

Objective: This study aimed to formatively evaluate a new nutrition label education intervention featuring the computer game Food Decisions with school students to assess feasibility, fun, perceptions and potential for impact on mediators of making healthier food choices. Methods: Noncontrolled, pre–post intervention study with a class of 30 Year-10 pupils conducted in Yorkshire, England. Data collected verbally and by questionnaire to evaluate students’ perceptions, confidence and knowledge of using labels to make healthier food choices. Results: A total of 27 pupils consented to participate in the study and 20 participants (mostly White British, 95% and female, 55%) submitted both pre- and postintervention questionnaires. Participants perceived that learning with the game was ‘fun’ (95%, n = 19) and their levels of confidence in making healthier choices increased significantly (MD = +3.2, SD 2.3, p < 0.05). Conclusions and implications: This gamified nutrition label education intervention is feasible for use with students in school and has the potential to impact participants’ learning and confidence using nutrition labels to make healthier food choices.