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Although hundreds of articles have been published about the use of classroom response systems (CRS, clickers) in higher education, few address the use in foods, nutrition, and dietetics courses, especially upper-division, major courses. This technology has the potential to increase student engagement, motivation, assessment, and, possibly, learning. Thoughtfully designed questions may stimulate discussions, especially about challenging nutrition topics. This article presents the viability and potential benefits for the use of CRS in foods, nutrition, and dietetics classes through a brief literature summary, overview of the author's experiences, and guidance for implementing this technology.

Objective This research was conducted to measure the effectiveness of interactive multimedia (IMM) with low-income Hispanic persons. Design The effectiveness of the program was examined using a quasi-experimental pretest/post-test control group design. Setting Subjects were recruited from nutrition, health, and English as a Second Language (ESL) programs in Colorado. Participants Thirty-six intervention and 34 control participants formed a convenience sample of low-income and predominantly Hispanic persons. Intervention Intervention participants received a 15-minute module about breakfast. Control participants received a non– nutrition-related IMM module. Main Outcome Measures Primary variables included knowledge, attitude, and stage of change scores. Analysis Paired and independent sample t tests, chi-square analysis, and repeated-measures analysis of covariance (ANCOVA) were used. Results Intervention participants significantly increased knowledge, attitude, and total scores ( P P Conclusions The results support using IMM to disseminate nutrition education to the target population and the feasibility of using computer-based questionnaires to evaluate the effectiveness of IMM nutrition education programs. Implications This research provides the basis for the continued development of computer-based assessment tools.