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A Framework of Childhood Obesity Prevention Through Game-Based

Learning
Yanzhen Wang (Sultan Idris Education University, Malaysia) and Maizatul Hayati Mohamad Yatim (Sultan Idris Education
University, Malaysia)

Source Title: Design, Motivation, and Frameworks in Game-Based Learning (/book/design-motivation-frameworks-game-

based/195667)
Copyright: © 2019
Pages: 30
DOI: 10.4018/978-1-5225-6026-5.ch006

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Abstract
Childhood obesity is a global health issue that should be resolved in order to prevent obesity prolonged into adulthood. This
chapter presents a framework of childhood obesity prevention through game-based learning among preschool children. A
provisional framework was developed by adopting to the obesity treatment algorithm set by the National Institutes of Health. A
mobile game titled Fight Obesity 2.0 was created to examine the validity of this provisional framework. The technical validity of
the framework was checked through the International Age Rating Coalition, while the ecological validity was endorsed through
interview conducted with pediatricians. The framework was revised based on the input of the validation processes. A set of
guiding principles was prepared for medical professionals, game designers, preschool teachers, and parents who intend to use
the revised framework of game-based childhood obesity prevention.

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Introduction
Childhood obesity is a global health issue that should be resolved in order to prevent obesity prolonged into adulthood. Obese
children commonly encounter difficulties in breathing (Niehoff, 2009), increased risk of hypertension (Raj, Sundaram, Paul,
Deepa, & Kumar, 2007), early markers of cardiovascular disease (Aris et al., 2017), insulin resistance (Niehoff, 2009), and
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negative psychological effects (Rawana, Morgan, Nguyen, & Craig, 2010). As a result, childhood obesity is causing serious
financial and mental pressure to a family and a society. In particular, preschool childhood obesity has been found by Sahoo et al.
(2015) to be correlated to obesity in later years of childhood, thus preventing and treating preschool obesity are particularly
important.

Sun, Schutz, and Maffeis (2004) unfolded that unhealthy eating behaviors is the main reason why children became overweight or
obese. In addition, Wareham, Van Sluijs, and Ekeleund (2005) revealed that a low level of physical activity is the key factor that
negatively affects the energy balance of human beings. This factor of childhood obesity is consistent with findings in other studies
across three decades (Dietz & Gortmaker, 1985; Marshall et al., 2004; Hills, King, & Armstrong, 2007). In fact, these findings
remained unchanged as Popkin et al. (2014) justified through a longitudinal study and claimed that shifts in physical activity and
diet are two key factors of childhood obesity worldwide. In particular, Robert, Jeffrey, Margaret, and Kristy (1997) found that the
risk of adult obesity was greater in both obese and non-obese children if at least one parent was overweight. Thus, the
prevention of obesity should be acculturated in early years at home.

Among three main modalities of treating obesity, only the lifestyle intervention is the approved treatment modality for early year’s
children, as opposed to the medication and the bariatric surgery modalities (Uli, Sundararajan, & Vuttler, 2008). The lifestyle
intervention can induce negative energy balance through diet, exercise, counselling, or a combination of these strategies.
Through medical studies conducted in Ohio, USA, the lifestyle intervention has been proven to be effective for up to two years.
Specifically, children aged five to twelve years old and children with overweight profit from lifestyle interventions.

Sbruzzi et al. (2013) proved that educational interventions are effective for treating childhood obesity. For instance, Gortmaker,
Peterson, and Wiecha (1999) showed evidences that a two-year health education program called ‘Planet Health’ for middle
school children was effective in increasing fruit and vegetable consumption among girls. In another program, Sallis, McKenzie,
and Conway (2003) used environmental, policy and social interventions to increase physical activity and lower fat food choices.
The results showed increased physical activity in boys. In terms of educational media, Frenn, Malin, and Brown (2005) deployed
an Internet video-tailored intervention to increase physical activity and decrease fat intake, in which middle school pupils who
took part in the program showed positive results. These effects were consistent with the findings revealed through sequential
interactive computer-tailored interventions (Vandelanotte et al., 2005).

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Chapter 1 $37.50
How Game-Based Learning Works and What It Means for Pupils, Teachers, and
Classroom Learning (/chapter/how-game-based-learning-works-and-what-it-means-
for-pupils-teachers-and-classroom-learning/208019) (pages 1-29)

Azita Iliya Abdul Jabbar, Patrick Felicia

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A Systematic Design Model for Gamified Learning Environments: GELD Model
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Tugce Aldemir, Amine Hatun Ataş, Berkan Celik

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Sustain City: Effective Serious Game Design in Promoting Science and Engineering
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Ying Tang, Christopher Franzwa, Talbot Bielefeldt, Kauser Jahan, Marzieh S.

Saeedi-Hosseiny, Nathan Lamb, Shengtao Sun
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Linking the Elements of Learning, Assessment, and Play Experience in a Validation
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Design and Develop a Cybersecurity Education Framework Using Capture the Flag
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Li Jing Khoo
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A Framework of Childhood Obesity Prevention Through Game-Based Learning
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learning/208025) (pages 154-183)

Yanzhen Wang, Maizatul Hayati Mohamad Yatim

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A Coaching Framework for Meta-Games: A Case Study of FPS Trainer (/chapter/a-
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Wee Hoe Tan

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Accessible Mobile Rehabilitation Games for Special User Groups
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Sari Merilampi, Antti Koivisto, Andrew Sirkka

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Exploring the Use of Prediction Markets as Digital Games to Support Learning in a
Project Management Context (/chapter/exploring-the-use-of-prediction-markets-as-
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Herbert Remidez, Michael Stodnick, Sri Beldona

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