Incorporating Technology Into the iCook 4-H Program, a Cooking Intervention for Adults and Children: Randomized Controlled Trial
Families who cook, eat, and play together have been found to have more positive health outcomes. Interventions are needed that effectively increase these health-related behaviors. Technology is often incorporated in health-related interventions but is not always independently assessed. The objective...
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| creator | Colby, Sarah Moret, Lauren Olfert, Melissa D Kattelmann, Kendra Franzen-Castle, Lisa Riggsbee, Kristin Payne, Magen Ellington, Ainsley Springer, Cary Allison, Chelsea Wiggins, Sa'Nealdra Butler, Rochelle Mathews, Douglas White, Adrienne A |
| description | Families who cook, eat, and play together have been found to have more positive health outcomes. Interventions are needed that effectively increase these health-related behaviors. Technology is often incorporated in health-related interventions but is not always independently assessed.
The objective of this study was to describe challenges and facilitators to incorporating technology into the iCook 4-H intervention program.
Dyads (n=228) composed of children (mean 9.4, SD 0.7 years old) and an adult primary meal preparer (mean 39.0, SD 8 years) were randomly assigned to a control (n=77) or treatment group (n=151). All treatment group dyads participated in 6 in-person sessions designed to increase families cooking, eating, and playing together. We incorporated Web-based between-session technological components related to the curriculum content throughout the intervention. Assessments were completed by both groups at baseline and at 4, 12, and 24 months; they included measured anthropometrics for children, and online surveys about camera and website skill and use for dyads. Session leaders and participants completed open-ended process evaluations after each session about technological components. We computed chi-square analysis for sex differences in technological variables. We tested relationships between video posting frequency and outcomes of interest (cooking frequency, self-efficacy, and skills; dietary intake; and body mass index) with Spearman correlations. Process evaluations and open-ended survey responses were thematically analyzed for beneficial and inhibiting factors, including technological components in the curriculum.
Only 78.6% (81/103) of children and 68.3% (71/104) of adults reported always being comfortable accessing the internet postintervention. Boys reported being more comfortable than girls with technological tasks (P |
| doi_str_mv | 10.2196/11235 |
| format | Article |
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The objective of this study was to describe challenges and facilitators to incorporating technology into the iCook 4-H intervention program.
Dyads (n=228) composed of children (mean 9.4, SD 0.7 years old) and an adult primary meal preparer (mean 39.0, SD 8 years) were randomly assigned to a control (n=77) or treatment group (n=151). All treatment group dyads participated in 6 in-person sessions designed to increase families cooking, eating, and playing together. We incorporated Web-based between-session technological components related to the curriculum content throughout the intervention. Assessments were completed by both groups at baseline and at 4, 12, and 24 months; they included measured anthropometrics for children, and online surveys about camera and website skill and use for dyads. Session leaders and participants completed open-ended process evaluations after each session about technological components. We computed chi-square analysis for sex differences in technological variables. We tested relationships between video posting frequency and outcomes of interest (cooking frequency, self-efficacy, and skills; dietary intake; and body mass index) with Spearman correlations. Process evaluations and open-ended survey responses were thematically analyzed for beneficial and inhibiting factors, including technological components in the curriculum.
Only 78.6% (81/103) of children and 68.3% (71/104) of adults reported always being comfortable accessing the internet postintervention. Boys reported being more comfortable than girls with technological tasks (P<.05). Children who posted more videos had a higher level of cooking skills at 4 months postintervention (r=.189, P=.05). Barriers to website usage reported most frequently by children were lack of accessibility, remembering, interactivity, motivation, time, and lack of parental encouragement.
Incorporating technological supports, such as cameras and websites, into children's programs may help produce improved outcomes. Identifying barriers to and patterns of technology usage need to be considered when developing future child health promotion interventions.
ISRCTN Registry ISRCTN54135351; https://www.isrctn.com/ISRCTN54135351.</description><identifier>ISSN: 2561-6722</identifier><identifier>EISSN: 2561-6722</identifier><identifier>DOI: 10.2196/11235</identifier><identifier>PMID: 31518323</identifier><language>eng</language><publisher>Canada: JMIR Publications</publisher><subject>Childrens health ; Chronic illnesses ; Nutrition ; Original Paper ; Recipes ; Social networks ; Web sites</subject><ispartof>JMIR pediatrics and parenting, 2019-08, Vol.2 (2), p.e11235-e11235</ispartof><rights>Sarah Colby, Lauren Moret, Melissa D Olfert, Kendra Kattelmann, Lisa Franzen-Castle, Kristin Riggsbee, Magen Payne, Ainsley Ellington, Cary Springer, Chelsea Allison, Sa'Nealdra Wiggins, Rochelle Butler, Douglas Mathews, Adrienne A White. Originally published in JMIR Pediatrics and Parenting (http://pediatrics.jmir.org), 29.08.2019.</rights><rights>2019. This work is licensed under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>Sarah Colby, Lauren Moret, Melissa D Olfert, Kendra Kattelmann, Lisa Franzen-Castle, Kristin Riggsbee, Magen Payne, Ainsley Ellington, Cary Springer, Chelsea Allison, Sa'Nealdra Wiggins, Rochelle Butler, Douglas Mathews, Adrienne A White. Originally published in JMIR Pediatrics and Parenting (http://pediatrics.jmir.org), 29.08.2019. 2019</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c391t-5ed69e6a2d8e7b0aa3c4d7e577f78a6aba9c08632ad40bafe5fda39a824f2e863</citedby><cites>FETCH-LOGICAL-c391t-5ed69e6a2d8e7b0aa3c4d7e577f78a6aba9c08632ad40bafe5fda39a824f2e863</cites><orcidid>0000-0002-6686-3891 ; 0000-0002-8298-3690 ; 0000-0002-5352-0259 ; 0000-0002-6155-1418 ; 0000-0003-4744-3450 ; 0000-0001-6488-1853 ; 0000-0001-9847-4906 ; 0000-0003-3680-0619 ; 0000-0002-6186-2822 ; 0000-0003-2424-7502 ; 0000-0002-5384-5504 ; 0000-0003-4144-2852 ; 0000-0003-3682-360X ; 0000-0001-8320-919X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6744819/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6744819/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,724,777,781,861,882,27905,27906,53772,53774</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/31518323$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Colby, Sarah</creatorcontrib><creatorcontrib>Moret, Lauren</creatorcontrib><creatorcontrib>Olfert, Melissa D</creatorcontrib><creatorcontrib>Kattelmann, Kendra</creatorcontrib><creatorcontrib>Franzen-Castle, Lisa</creatorcontrib><creatorcontrib>Riggsbee, Kristin</creatorcontrib><creatorcontrib>Payne, Magen</creatorcontrib><creatorcontrib>Ellington, Ainsley</creatorcontrib><creatorcontrib>Springer, Cary</creatorcontrib><creatorcontrib>Allison, Chelsea</creatorcontrib><creatorcontrib>Wiggins, Sa'Nealdra</creatorcontrib><creatorcontrib>Butler, Rochelle</creatorcontrib><creatorcontrib>Mathews, Douglas</creatorcontrib><creatorcontrib>White, Adrienne A</creatorcontrib><title>Incorporating Technology Into the iCook 4-H Program, a Cooking Intervention for Adults and Children: Randomized Controlled Trial</title><title>JMIR pediatrics and parenting</title><addtitle>JMIR Pediatr Parent</addtitle><description>Families who cook, eat, and play together have been found to have more positive health outcomes. Interventions are needed that effectively increase these health-related behaviors. Technology is often incorporated in health-related interventions but is not always independently assessed.
The objective of this study was to describe challenges and facilitators to incorporating technology into the iCook 4-H intervention program.
Dyads (n=228) composed of children (mean 9.4, SD 0.7 years old) and an adult primary meal preparer (mean 39.0, SD 8 years) were randomly assigned to a control (n=77) or treatment group (n=151). All treatment group dyads participated in 6 in-person sessions designed to increase families cooking, eating, and playing together. We incorporated Web-based between-session technological components related to the curriculum content throughout the intervention. Assessments were completed by both groups at baseline and at 4, 12, and 24 months; they included measured anthropometrics for children, and online surveys about camera and website skill and use for dyads. Session leaders and participants completed open-ended process evaluations after each session about technological components. We computed chi-square analysis for sex differences in technological variables. We tested relationships between video posting frequency and outcomes of interest (cooking frequency, self-efficacy, and skills; dietary intake; and body mass index) with Spearman correlations. Process evaluations and open-ended survey responses were thematically analyzed for beneficial and inhibiting factors, including technological components in the curriculum.
Only 78.6% (81/103) of children and 68.3% (71/104) of adults reported always being comfortable accessing the internet postintervention. Boys reported being more comfortable than girls with technological tasks (P<.05). Children who posted more videos had a higher level of cooking skills at 4 months postintervention (r=.189, P=.05). Barriers to website usage reported most frequently by children were lack of accessibility, remembering, interactivity, motivation, time, and lack of parental encouragement.
Incorporating technological supports, such as cameras and websites, into children's programs may help produce improved outcomes. Identifying barriers to and patterns of technology usage need to be considered when developing future child health promotion interventions.
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Moret, Lauren ; Olfert, Melissa D ; Kattelmann, Kendra ; Franzen-Castle, Lisa ; Riggsbee, Kristin ; Payne, Magen ; Ellington, Ainsley ; Springer, Cary ; Allison, Chelsea ; Wiggins, Sa'Nealdra ; Butler, Rochelle ; Mathews, Douglas ; White, Adrienne A</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c391t-5ed69e6a2d8e7b0aa3c4d7e577f78a6aba9c08632ad40bafe5fda39a824f2e863</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Childrens health</topic><topic>Chronic illnesses</topic><topic>Nutrition</topic><topic>Original Paper</topic><topic>Recipes</topic><topic>Social networks</topic><topic>Web sites</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Colby, Sarah</creatorcontrib><creatorcontrib>Moret, Lauren</creatorcontrib><creatorcontrib>Olfert, Melissa D</creatorcontrib><creatorcontrib>Kattelmann, Kendra</creatorcontrib><creatorcontrib>Franzen-Castle, Lisa</creatorcontrib><creatorcontrib>Riggsbee, Kristin</creatorcontrib><creatorcontrib>Payne, Magen</creatorcontrib><creatorcontrib>Ellington, Ainsley</creatorcontrib><creatorcontrib>Springer, Cary</creatorcontrib><creatorcontrib>Allison, Chelsea</creatorcontrib><creatorcontrib>Wiggins, Sa'Nealdra</creatorcontrib><creatorcontrib>Butler, Rochelle</creatorcontrib><creatorcontrib>Mathews, Douglas</creatorcontrib><creatorcontrib>White, Adrienne A</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Nursing & Allied Health Premium</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>JMIR pediatrics and parenting</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Colby, Sarah</au><au>Moret, Lauren</au><au>Olfert, Melissa D</au><au>Kattelmann, Kendra</au><au>Franzen-Castle, Lisa</au><au>Riggsbee, Kristin</au><au>Payne, Magen</au><au>Ellington, Ainsley</au><au>Springer, Cary</au><au>Allison, Chelsea</au><au>Wiggins, Sa'Nealdra</au><au>Butler, Rochelle</au><au>Mathews, Douglas</au><au>White, Adrienne A</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Incorporating Technology Into the iCook 4-H Program, a Cooking Intervention for Adults and Children: Randomized Controlled Trial</atitle><jtitle>JMIR pediatrics and parenting</jtitle><addtitle>JMIR Pediatr Parent</addtitle><date>2019-08-29</date><risdate>2019</risdate><volume>2</volume><issue>2</issue><spage>e11235</spage><epage>e11235</epage><pages>e11235-e11235</pages><issn>2561-6722</issn><eissn>2561-6722</eissn><abstract>Families who cook, eat, and play together have been found to have more positive health outcomes. Interventions are needed that effectively increase these health-related behaviors. Technology is often incorporated in health-related interventions but is not always independently assessed.
The objective of this study was to describe challenges and facilitators to incorporating technology into the iCook 4-H intervention program.
Dyads (n=228) composed of children (mean 9.4, SD 0.7 years old) and an adult primary meal preparer (mean 39.0, SD 8 years) were randomly assigned to a control (n=77) or treatment group (n=151). All treatment group dyads participated in 6 in-person sessions designed to increase families cooking, eating, and playing together. We incorporated Web-based between-session technological components related to the curriculum content throughout the intervention. Assessments were completed by both groups at baseline and at 4, 12, and 24 months; they included measured anthropometrics for children, and online surveys about camera and website skill and use for dyads. Session leaders and participants completed open-ended process evaluations after each session about technological components. We computed chi-square analysis for sex differences in technological variables. We tested relationships between video posting frequency and outcomes of interest (cooking frequency, self-efficacy, and skills; dietary intake; and body mass index) with Spearman correlations. Process evaluations and open-ended survey responses were thematically analyzed for beneficial and inhibiting factors, including technological components in the curriculum.
Only 78.6% (81/103) of children and 68.3% (71/104) of adults reported always being comfortable accessing the internet postintervention. Boys reported being more comfortable than girls with technological tasks (P<.05). Children who posted more videos had a higher level of cooking skills at 4 months postintervention (r=.189, P=.05). Barriers to website usage reported most frequently by children were lack of accessibility, remembering, interactivity, motivation, time, and lack of parental encouragement.
Incorporating technological supports, such as cameras and websites, into children's programs may help produce improved outcomes. Identifying barriers to and patterns of technology usage need to be considered when developing future child health promotion interventions.
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| fulltext | fulltext |
| identifier | ISSN: 2561-6722 |
| ispartof | JMIR pediatrics and parenting, 2019-08, Vol.2 (2), p.e11235-e11235 |
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| source | DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; PubMed Central Open Access; PubMed Central |
| subjects | Childrens health Chronic illnesses Nutrition Original Paper Recipes Social networks Web sites |
| title | Incorporating Technology Into the iCook 4-H Program, a Cooking Intervention for Adults and Children: Randomized Controlled Trial |
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