Claude O'Hayan, Illimar Altosaar, Guy Nantel, and Jean Armstrong

Computer Games for Teaching Nutrition

Ellen S. Parham

Annual Meeting-A Real LifeLearning Experience

University-based nutrition educationgroups occasionally are requested to parti­cipate in health-oriented fairs or nutritioninformation week functions. In responseto these requests, we developed 3 com­puter programs that teach nutrition topicsby utilizing participatory games to attractattention and stimulate interest. We usedeach of these games in situations whereappropriate written materials were avail­able and a nutritionist was present to an­swer questions.

We set up the first computer terminal ina nutrition booth at a health fair in a localhigh school. To attract the predominantlyteenage crowd, the program featureda "conversation-with-a-computer" aboutsnacking. Choosing from a list of 20 fooditems, the students entered the kind and

THE A UTHORS are from the Nutritionand Dietetics Program, Department ofBiochemistry, University of Ottawa, On­tario, Canada KIN 9B4.

Were the folks who planned the recentThirteenth Annual Meeting of the Societyfor Nutrition Education in Montreal ex­ceptionally clever? Did they plan in somereal life learning opportunities? Or, didluck just work it out that way? The ex­periences to which I refer are the mealsthat were provided as part of the program.

It has been well documented that eventhough one may know a fact intellectually,one may not really process that conceptuntil one has actually experienced it.Likewise, one can profit from a refresherexperience now and again. The conferencemeals provided at least three such impor­tant experiences.

First, on the opening night we weretreated to a gorgeous buffet courtesy of LeMinistere de I'Agriculture, des P1kheries

THE A UTHOR is Professor, Departmentof Home Economics, Northern IllinoisUniversity, Dekalb, IL 60115.

190 JOURNAL OF NUTRITION EDUCATION

amount of snacks that they might con­sume daily. The computer then spelled outnutrient and caloric data, including fat,carbohydrate, and protein composition,and the amount in percentages of RDNI(the Canadian equivalent to U.S. RDA)which these foods contributed to thestudents' daily intakes. The computerthen printed out comments relating indi­vidual food choices to health. The datatable and the comments illustrated theconcept of nutrient density.

We directed the second program towardthe needs of senior citizens and em­phasized the construction of balancedmeals. This was a game called "Computa­meal Blackjack," the object of which wasto score 21 points by appropriate selectionof 4 foods to make up a meal. Each of the20 foods from which the participant couldselect could score up to 4 points -1 pointeach for being: a) a member of a foodgroup (meat, fruit or vegetable, cereal,

et de I'alimentation du Quebec. However,a touch of panic was alerted as it becameobvious that there were far more peoplepresent than had been anticipated. Com­ments like "I'm sure that the loaves willextend sufficiently" flamed this panic.Following the presentations, we surgedtoward the two buffet tables. It was now atleast 8 P.M., and many travelers had nothad a real meal all day. Crowds tenabreast had to be funneled down intosingle file lines. Smiles became strained aswe jostled for position. As those alreadyserved filtered through our midst withtheir plates loaded with lovely tidbits, weglowered with something close to hate.

Eventually. we all did move through theline, and we all did get something to eatand drink. However, it was resentmentrather than gratitude with which we con­sumed our meal. As I sat there feeling putupon, a truth dawned on me-if the proc­ess of obtaining something is demeaning,

dairy product); b) a relatively economicalchoice within its category; c) a relativelygood source of vitamin A, vitamin C,calcium, or iron; and d) relatively low inenergy. Thus the selection of 4 "perfect"foods yielded 16 points. The participantreceived a bonus of 5 points if the mealchoice represented all 4 food groups - fora winning score of 21. The structure of thegame stressed a varied and balanced diet,and comments about individual foodchoices provided more detailed informa­tion relevant to the nutritional needs ofolder people.

The third computer program was acombination of the first two programs.The theme was "successful snacking" andwas based on our view that given the highprevalence of snacking, we should pro­mote dentally and nutritionally soundsnacks. In this computer game called"Snackjack," a participant would try toscore 21 points by selecting 4 foods tomake a snack or meal, just as in "Com­putameal Blackjack."

This novel approach to stimulatingpublic nutrition awareness should be of in­terest to many nutrition educators whoare able to use computer facilities.

no matter how high quality the product, itwill be resented. I hope I can rememberthat the next time I'm tempted to railagainst the ingratitude of patients at freeclinics, etc.

By contrast, lunch the next day seemed asafe enough matter. We were all seated ina large room being served in the best hotelmanner. But what was being served? Oureveryday juice was followed by the mostextraordinary cold plate. It was a colorfulsight - red tomatoes and white asparagusgarnished a wheat-bean salad and a coldloaf. Ah. that cold loaf-that's where thelearning came in. It was three layers - onegreen and apparently spinach, one whiteand bland, and one reddish-brown andspicy. It defied my detective processes.What was amazing were the commentsfrom the nutritionists around the room.We, who had gathered to spend three daysconsidering how to help people changefood habits, sat there saying things like,"That was soy protein. I hate it when theytry to sneak something like that in!"Maybe we were ripe for a reminder thatacceptance of new foods is an emotional,not a cognitive process. Even the mostsophisticated diner approaches theunidentified with caution.

VOLUME 12 NUMBER 4 1980