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Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review

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  • Sumantla D. Varman

    (Early Start, University of Wollongong, Wollongong, NSW 2522, Australia
    School of Health & Society, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia)

  • Dylan P. Cliff

    (Early Start, University of Wollongong, Wollongong, NSW 2522, Australia
    School of Education, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia
    Illawarra Health and Medical Research Institute, Wollongong, NSW 2522, Australia)

  • Rachel A. Jones

    (Early Start, University of Wollongong, Wollongong, NSW 2522, Australia
    School of Education, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia
    Illawarra Health and Medical Research Institute, Wollongong, NSW 2522, Australia)

  • Megan L. Hammersley

    (Early Start, University of Wollongong, Wollongong, NSW 2522, Australia
    School of Health & Society, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia
    Illawarra Health and Medical Research Institute, Wollongong, NSW 2522, Australia)

  • Zhiguang Zhang

    (Early Start, University of Wollongong, Wollongong, NSW 2522, Australia
    School of Education, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia
    Faculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, AB T6G 2H9, Canada)

  • Karen Charlton

    (Illawarra Health and Medical Research Institute, Wollongong, NSW 2522, Australia
    Faculty of Science, School of Medicine, Medicine and Health, University of Wollongong, Wollongong, NSW 2522, Australia)

  • Bridget Kelly

    (Early Start, University of Wollongong, Wollongong, NSW 2522, Australia
    School of Health & Society, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia)

Abstract

Experiential learning is the process where learners create meaning from direct experience. This systematic review aimed to examine the effects of experiential learning activities on dietary outcomes (knowledge, attitudes, behaviors) in children. Four databases: Education Research Complete, Scopus, Web of Science and PsychINFO were searched from database inception to 2020. Eligible studies included children 0–12 years, assessed effect of experiential learning on outcomes of interest compared to non-experiential learning and were open to any setting. The quality of studies was assessed using the revised Cochrane risk of bias tool by two independent reviewers and effect size was calculated on each outcome. Nineteen studies were conducted in primary school, six in pre-school and one in an outside-of-school setting and used nine types of experiential learning strategies. Cooking, taste-testing, games, role-playing, and gardening were effective in improving nutrition outcomes in primary school children. Sensory evaluation, games, creative arts, and storybooks were effective for preschool children. Multiple strategies involving parents, and short/intense strategies are useful for intervention success. Experiential learning is a useful strategy to improve children’s knowledge, attitudes, and behaviors towards healthy eating. Fewer studies in pre-school and outside of school settings and high risk of bias may limit the generalizability and strength of the findings.

Suggested Citation

  • Sumantla D. Varman & Dylan P. Cliff & Rachel A. Jones & Megan L. Hammersley & Zhiguang Zhang & Karen Charlton & Bridget Kelly, 2021. "Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review," IJERPH, MDPI, vol. 18(20), pages 1-23, October.
  • Handle: RePEc:gam:jijerp:v:18:y:2021:i:20:p:10824-:d:656771
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    References listed on IDEAS

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    1. Rebecca E. Lee & Jacob Szeszulski & Elizabeth Lorenzo & Anel Arriola & Meg Bruening & Paul A. Estabrooks & Jennie L. Hill & Teresia M. O’Connor & Gabriel Q. Shaibi & Erica G. Soltero & Michael Todd, 2022. "Sustainability via Active Garden Education: The Sustainability Action Plan Model and Process," IJERPH, MDPI, vol. 19(9), pages 1-16, May.
    2. Timothy P. Holloway & Sisitha Jayasinghe & Lisa Dalton & Michelle L. Kilpatrick & Roger Hughes & Kira A. E. Patterson & Robert Soward & Kylie Burgess & Nuala M. Byrne & Andrew P. Hills & Kiran D. K. A, 2023. "Enhancing Food Literacy and Food Security through School Gardening in Rural and Regional Communities," IJERPH, MDPI, vol. 20(18), pages 1-13, September.

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