ABSTRACT
The outbreak of the COVID-19 pandemic has caused increasing concern over health care, part of which involves the role of nutrition. In this study, a nutrition educational board game, featuring quantitative computation, was designed to help students acquire nutrition knowledge and improve dietary behaviors. A group of 22 students in grade 7 of a middle school in Beijing were selected as the participants. A single-group pre-and post-test quasi-experimental design was adopted. Knowledge-Attitude-Practice (KAP) questionnaires and interviews were used to investigate students’ changes in dietary knowledge, attitude, and behavior. The influence of gender and body mass index (BMI) on the teaching effectiveness was also explored. The results showed that some dimensions of knowledge, attitude, and behavior significantly increased in the students. Their changes in behavior were mainly related to some aspects that were easier to adjust. In addition, the study also found that females and students with abnormal BMI were more likely to be influenced by the educational game to make positive changes in attitude and behavior. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
ABSTRACT
Backgroud: uring the COVID-19 pandemic, online learning has played an increasingly crucial role in the educational system. Academic dishonesty (AD) in online learning is a challenging problem that represents a complex psychological and social phenomenon for learners. However, there is a lack of comprehensive and systematic reviews of AD in online learning environments. Objectives: This study presents a systematic study of AD in online learning environments to delineate its trends and uncover potential areas for further research. Methods: We conducted this review based on various sources of evidence-based research and followed the guidelines of the PRISMA statement and procedure for selection. After the exclusion criteria were employed, 59 eligible articles were selected and then analysed in a descriptive overview. Two frameworks were identified in the structured content analysis to analyse these articles. One was the framework of Gilbert's Behaviour Engineering Model (BEM), and the other was the types of interventions for online AD, where 36 articles were analysed. Results and Conclusions: The descriptive results showed that most studies used quantitative methods and focused on students. The analysis results of influencing factors under the BEM framework showed that the category of environment support and tools accounts for the largest proportion. And the types of interventions for online AD we classified include individual AD & high technological complexity, individual AD & low technological complexity, collective AD & high technological complexity, and collective AD & low technological complexity. These findings provide a comprehensive understanding and guidance of AD in the online environment for relevant managers, designers and developers. © 2022 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.