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使用交互式教育材料,使儿童成为未来替代蛋白质的消费者:一项随机主动控制试验

Aimee E Pink¹, Kum Seong Wan², Siti Amelia Juraimi²

¹Institute of High Performance Computing (IHPC), Agency for Science, Technology, and Research (A∗STAR), 1 Fusionopolis Way, #16-16 Connexis, 138632, Singapore; Institute of Human Development and Potential (IHDP), Agency for Science, Technology, and Research (A∗STAR), 30 Medical Drive, Brenner Centre for Molecular Medicine, 117609, Singapore.

|February 25, 2026

概括

与小册子相比,一个交互式应用程序显著提高了儿童与替代蛋白 (AP) 教育的参与度. 虽然知识有所提高,但愿意尝试AP需要进一步研究和重复暴露以获得持久的影响.

科学领域:

食品科学与技术食品科学与技术
儿童营养学儿童营养学
教育技术的教育技术

背景情况:

替代蛋白质 (AP) 提供可持续的食品解决方案.
儿童接受AP对于未来的粮食系统至关重要.
传统的AP教育方法对儿童的有效性有限.

研究的目的:

为了比较交互式教育应用程序与传统小册子在提高儿童知识和尝试AP的意愿方面的有效性.
评估AP教育对儿童观念和行为的长期影响.
通过品味测试来评估儿童的客观意愿-尝试AP.

主要方法:

开发了一个互动应用程序和一个教育小册子,内容相同,涉及AP类型和制造.
81名具有低AP意识的儿童 (9-15岁) 被随机分配到使用任何教育材料.
感知知识,尝试AP的意愿和植物性肉的客观摄入量被测量在干预前,干预后和4周后续.

主要成果:

儿童参与互动应用的时间更长 (p < .001).
对所有AP类型的感知知识在干预后显著增加 (ps < .001),并在随访时保持了对培养肉和昆虫蛋白的感知.
试用培养肉的意愿显著增加 (p = .034),但对于其他类型的培养肉没有增加;目标摄入量在各组之间没有差异.

结论:

交互式AP教育增强了儿童的参与和初步知识获取.
持续尝试AP的意愿可能需要重复暴露或不同的教育策略.
虽然教育可以增强人们对知识的认知,但对于AP接受的长期行为变化需要进一步调查.

关键词:

消费者对消费者的看法培养肉类的培养肉.教育干预教育干预教育干预昆虫的蛋白质是昆虫的蛋白质.植物性肉类是一种植物性肉类.

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