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Background: The substantial growth in gamification research has connected gamified learning to enhanced engagement, improved performance, and greater motivation. Similar to gamification, personalized learning analytics dashboards can enhance student engagement. Objectives: This study explores the student experiences and academic achievements using a gamified dashboard in a large, introductory STEM course. Methods: We examined two groups of students enrolled in different sections of a one‐semester‐long physical geology course with a total enrollment of 223 students. The only difference between the groups was that one had access to the dashboard. The data collection included students' assignments, overall performances, and exam scores. Students in both sections completed a Science Literacy Concept Inventory survey at the beginning and end of the term. Additionally, students completed an end‐of‐term survey containing open‐ended questions on their experience and interactions with specific elements. Results: Students shared mostly positive comments about their experience with the dashboard, and the final grade of students with access to the dashboard was 13% higher, on average, compared to their peers in the non‐dashboard section. Conclusion: With low costs and little time invested, gamified dashboards could have a significant impact on student performance in large STEM lecture courses. Lay Description: What is already known about this topic: Leaner dashboards that provide personalized feedback are linked to improved student performance in undergraduate STEM courses. However, students may be reticent to adopt dashboards, especially students in the middle range of the performance distribution, for whom the impact of the dashboard may be most significant.Prior research on gamification in STEM courses suggests that adding gameful elements like progress trackers, badges, and rewards can increase students' engagement in undergraduate coursework.The combination of personalized learning in dashboards and the motivational experience of gamification should boost student engagement, dashboard adoption, and ultimately foster academic achievement. What this paper adds: In this paper, we examine the differences in academic performance between students with and without access to a gamified learning dashboard in an undergraduate Geology course.We observe that students with access to the dashboard (the treatment group), outperform students without access (the control group). The greatest benefit is observed for students who use the dashboard more frequently.Students reported that the progress tracker, the badges, and the rewards all incentivized their use and provided useful feedback about their performance. Students who did not adopt the dashboard expressed a need for more detail about the tool and its purpose. Implications for practice and/or policy: Instructors and instructional designers for large enrollment undergraduate STEM courses should consider the affordances of gamified learner dashboards for increasing engagement and for providing synchronous feedback about learners' strategies in the course.Aligning the dashboard to the content of the curriculum—by ensuring that badges reflect key concepts‐ encouraged participation and helped students identify the utility of the tool. Dashboards should be personalized to individuals and to the course.Adding gameful elements in a low‐cost intervention for increasing adoption and engagement of dashboards in large enrollment introductory courses. [ABSTRACT FROM AUTHOR]

Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support. Lay Description: What is already known about this topic: Realistic mathematical practices frame learning as a sense‐making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain‐specific tasks. What this paper adds: Game‐based simulation of math tasks framed learning as sense‐making experience.Game‐based math experiencing promoted math contextual problem‐solving performance.Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy: Teachers can integrate and facilitate game‐based math experiencing in class.Efforts should be made to make game‐based math tasks meaningful for students. [ABSTRACT FROM AUTHOR]

Introduction: To increase the likelihood of research responding to societal needs, intermediary structures such as Science Shops are being created. Science Shops respond to research needs identified and prioritized through participatory processes involving civil society. However, these are not mainstream structures, and most research needs addressed by the scientific community are not defined by a diversity of stakeholders (including citizens) but are mostly prioritized by researchers and funders. Literature shows this often leads to bias between the research topics investigated and the research needs of other relevant stakeholders. This study analyses how 14 Science Shops contribute to decreasing bias in health research agenda setting. Methodology: We compare the research priorities identified through participatory processes by the Science Shops, which participated in the European Union‐funded project InSPIRES (2017–2021), to the available research addressed in the literature (identified in Web of Science), which we use as a proxy for current research priorities. Results: Science Shop projects contributed to decreasing the existing bias in health research agenda setting: (1) between drug and nondrug treatments and (2) between clinical trials of treatments for illnesses affecting high‐income versus middle‐ and low‐income countries, which leads to a lack of local strategies for high disease burdens in nonhigh‐income regions. Conclusion: This study provides the first evidence of Science Shops' effectiveness in addressing current biases in health research agenda setting. We conclude they could play a key role in shaping local, national and international research policies. [ABSTRACT FROM AUTHOR]

This paper provides guidance for researchers with some mathematical background on the conduct of time-to-event analysis in observational studies based on intensity (hazard) models. Discussions of basic concepts like time axis, event definition and censoring are given. Hazard models are introduced, with special emphasis on the Cox proportional hazards regression model. We provide check lists that may be useful both when fitting the model and assessing its goodness of fit and when interpreting the results. Special attention is paid to how to avoid problems with immortal time bias by introducing time-dependent covariates. We discuss prediction based on hazard models and difficulties when attempting to draw proper causal conclusions from such models. Finally, we present a series of examples where the methods and check lists are exemplified. Computational details and implementation using the freely available R software are documented in Supplementary Material. The paper was prepared as part of the STRATOS initiative. [ABSTRACT FROM AUTHOR]

With the advent of mobile technologies, well‐designed fraction apps can be used to help children gain fraction knowledge, a challenging topic for both teachers and students. The present pilot study adopted a quasi‐experimental design to investigate whether children can learn fraction concepts equally well if half of the lesson time (20 min) is replaced with game‐based learning. Keeping the total lesson time (40 min) identical, the control group (N = 33) received traditional instruction, and the experimental group (N = 32) was presented with a blended learning approach spending half of the class time (20 min) playing tablet‐based fraction games, where each of the learners had their own tablet. The results suggested that in the posttest, the experimental group achieved similar learning gains to the control group and appear to have achieved better performance in the transfer test than the control group. This paper also discusses the efficiency of game‐based learning, the mechanism of how fraction games might enhance learning, and the potential of integrating game‐based learning in educational settings. Lay Description: What is already known about this topicAs a significant mathematical concept in daily life, fractions are crucial for later success in math learning.As a promising new technology, educational games show a great potential for improving learning.Well‐designed fraction apps can be used to help children gain fraction knowledge.What this paper addsGame‐based fraction learning can be combined with formal learning in school education.Game‐based fraction learning might provide a more efficient approach to increasing students' conceptual knowledge of fractions.The result showed that the experimental group achieved a similar cognitive level as the control group although they spent half of the time playing a game, suggesting that children can gain knowledge from the experiences of playing games.What are the implications for practice and/or policyThe result suggests that the proper use of educational games in teaching fractions can make learning more efficient.Further research needs to be done to determine whether the fraction understanding gained through playing these games will have an impact on students' future learning of more complicated fraction concepts. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the effect of using dynamic geometry software (GeoGebra) on the eighth‐grade students' conceptual understanding and the retention of learning regarding linear equations and slope. In this study, a quasi‐experimental design with pre‐test, post‐test and delayed post‐test was employed. This study was conducted with 52 eighth‐grade Turkish students (experimental group, n = 25; control group, n = 27). While GeoGebra software‐supported instruction was carried out in the experimental group, textbook‐based direct instruction was continued in the control group. Data were collected with the conceptual understanding test (CUT) which consists of 38 questions including open‐ended, multiple choice and fill in the blanks. CUT was applied to the experimental and control groups as a pre‐test and post‐test at both the beginning and the end of the instruction, respectively. Seven weeks after the instruction, CUT was applied to both groups as a retention test. Data were analysed through SPSS 17.0 statistical software by using a t‐test and ANCOVA test. It was indicated in the study results that GeoGebra software‐supported instruction for eighth‐grade students regarding linear equations and slope did significantly improve both their conceptual understanding and retention of learning in comparison to textbook‐based direct instruction. Lay Description: What is already known about this topic?: The subject of functions and their graphs are the basis of many mathematical concepts and subjects such as logarithm, limit, derivative and integral.It is indicated in many studies that middle‐grade students have some misconceptions and difficulties in learning the concept of a straight line and slope.It was determined in previous studies conducted at different grade level that using dynamic geometry software (DGS) increases students' mathematics achievement according to traditional instruction.There is a need for research investigating the effect of using GeoGebra software on eighth grade students' conceptual understanding and retention of learning regarding linear equations and slope. What this paper adds?: A quasi‐experimental design with pre‐test, post‐test and delayed post‐test was conducted.Using GeoGebra software had positive effects on eighth‐grade students' conceptual understanding regarding linear equations and slope.The learning environment with GeoGebra software increased the retention of learning. The implications of study findings for practitioners: This research provided evidence regarding the effects of using GeoGebra software on eighth‐grade students' conceptual understanding and retention of learning in mathematics.In future studies, the long‐term effects of GeoGebra on other mathematics topics and other learning outcomes within similar settings should be examined. [ABSTRACT FROM AUTHOR]

Studies have shown that educational robotics (ER) may impact student learning, especially in relation to STEM (science, technology, engineering, and mathematics) areas. In the STEM framework, particularly for younger children, the "E" and the "T" are considered to be missing letters, because few studies have concentrated on teaching and evaluating technology and engineering through ER activities. This study aimed to develop and test the efficacy of an ER protocol to teach robotics in a sample of 389 students, hypothesizing that girls would be as successful as boys. A Robotics Questionnaire assessing the basics of robotics was developed for this study. A Wilcoxon nonparametric test was performed in order to evaluate improvements (p < 0.05). A Mann–Whitney nonparametric test was performed in order to test the presence of gender differences (p < 0.05). Data indicated significant improvements for all the age ranges considered. No gender differences were found. In order to evaluate the efficacy of a didactic intervention utilizing ER, it is important to assess the impact on children's technological and engineering (robotics, in particular) knowledge. Lay Description: What is already known about this topic: Studies have shown that educational robotics (ER) has a potential impact on student learning.In the STEM framework, the "E" and the "T" are considered the STEM missing letters.What this paper adds: This study aims at developing and testing the efficacy of an ER protocol to teach robotics.The hypothesis that girls will be equally successful than boys is explored too, and no gender differences were found.Implications for practice and/or policy: Our results suggest that ER can be utilized to learn robotics, bringing technology in the schools.ER could be considered as a tool able to contribute to girl's involvement in STEM. [ABSTRACT FROM AUTHOR]

BACKGROUND Improving the academic achievement of youth in the United States is an area of interest and a critical indicator of the future success of the youth. The purpose of this study was to examine the impact of a comprehensive school physical activity and healthy eating program on 5th‐grade students' academic achievement, specifically reading and math. METHODS: Overall, 628 (intervention: 377, 54% girls; comparison: 251, 49% girls) 5th‐grade children participated across the 6 schools in a year‐long comprehensive health intervention, completing curriculum‐based academic achievement measures at 2 time‐points. RESULTS: Results showed that even after controlling for class clustering, age, sex, race, and T1 reading and math variables, students' T2 reading and math achievement were significantly higher in the intervention group than the comparison group. CONCLUSIONS: Comprehensive health programming can enhance the health and academic achievement of youth. [ABSTRACT FROM AUTHOR]

This study investigated the longitudinal associations between children's early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, Mage  = 4:7 [years:months]), and at the end of kindergarten in 2017 (N = 368, Mage  = 5:10). Children whose parents provided frequent operational numeracy activities (e.g., learning simple sums) at prekindergarten showed better arithmetic performance and growth in nonsymbolic and symbolic number comparison at the end of kindergarten. Parents' knowledge of number-related games predicted children's arithmetic skills and growth in nonsymbolic number comparison. These findings underscore the persistent relations between the HNE and the development of children's mathematical skills. [ABSTRACT FROM AUTHOR]

Purely nonparametric methods are developed for general two-sample problems in which each experimental unit may have an individual number of possibly correlated replicates. In particular, equality of the variances, or higher moments, of the distributions of the data is not assumed, even under the null hypothesis of no treatment effect. Thus, a solution for the so-called nonparametric Behrens-Fisher problem is proposed for such models. The methods are valid for metric, count, ordered categorical, and even dichotomous data in a unified way. Point estimators of the treatment effects as well as their asymptotic distributions will be studied in detail. For small sample sizes, the distributions of the proposed test statistics are approximated using Satterthwaite-Welch-type t-approximations. Extensive simulation studies show favorable performance of the new methods, in particular, in small sample size situations. A real data set illustrates the application of the proposed methods. [ABSTRACT FROM AUTHOR]

A prevailing theory of mathematical problem solving predicts that children will be less accurate solving a + b = c + __ problems versus a + b = __ + c. However, this has never been tested directly. Because of low base rates, information combined from multiple studies can help improve estimation accuracy and precision. This study compared meta-analysis and individual person data (IPD) analysis using raw data from 14 studies (N = 1,414; ns = 30-232; Mage reported = 8;7). Substantive results challenge the prevailing theory. Methodological results demonstrate the advantages of using meta-analysis and IPD over single-study analysis. Moreover, IPD can be more powerful than meta-regression for detecting between-study moderation effects. [ABSTRACT FROM AUTHOR]

Using nationally representative data from the Family and Child Experiences Survey 2009 cohort (n = 2,842), this study examined the implications of 3- and 4-year-old's absences from Head Start for their early academic learning. The findings from this study revealed that children who missed more days of school, and especially those who were chronically absent, demonstrated fewer gains in areas of math and literacy during the preschool year. Moreover, excessive absenteeism was found to detract from the potential benefits of quality preschool education and was especially problematic for the early learning of children who entered the Head Start program with a less developed skill set. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Abstract: As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use PD resources (e.g., technology personnel and game‐use workshops) for integration; (b) determine how teachers integrate games into their instruction; and (c) examine how those teaching practices are associated with student achievement. This mixed method study used survey and interview responses from elementary school teachers (n = 863) with access to PD resources for implementing a math game intervention and standardized math‐test scores from their second‐ through sixth‐grade students (n = 10,715). Findings showed few teachers sought PD assistance for integration, but many desired such support. Some reported using integrative practices (i.e., referencing game and using game‐generated progress reports) to identify struggling students, whereas several found integration challenging. Teachers' reordering of game objectives to align with lessons and viewing of game‐based PD videos were associated with increased student math achievement in our OLS‐analysis. However, this result was no longer statistically significant within a school fixed‐effects model, suggesting school differences may influence how strongly teachers' practices are associated with student achievement. [ABSTRACT FROM AUTHOR]

Background A short, reliable and valid tool to measure snack and beverage consumption in adolescents, taking into account the correct definitions, would benefit both epidemiological and intervention research. The present study aimed to develop a short quantitative beverage and snack food frequency questionnaire ( FFQ) and to assess the reliability and validity of this FFQ against three 24-h recalls. Methods Reliability was assessed by comparing estimates of the FFQ administered 14 days apart ( FFQ1 and FFQ2) in a convenience sample of 179 adolescents [60.3% male; mean (SD) 14.7 (0.9) years]. Validity was assessed by comparing FFQ1 with three telephone-administered 24-h recalls in a convenience sample of 99 adolescents [52.5% male, mean (SD) 14.8 (0.9) years]. Reliability and validity were assessed using Bland-Altman plots, classification agreements and correlation coefficients for the amount and frequency of consumption of unhealthy snacks, healthy snacks, unhealthy beverages, healthy beverages, and for the healthy snack and beverage ratios. Results Small mean differences ( FFQ1 versus FFQ2) were observed for reliability, ranking ability ranged from fair to substantial, and Spearman coefficients fell within normal ranges. For the validity, mean differences ( FFQ1 versus recalls) were small for beverage intake but large for snack intake, except for the healthy snack ratio. Ranking ability ranged from slightly to moderate, and Spearman coefficients fell within normal ranges. Conclusions Reliability and validity of the FFQ for all outcomes were found to be acceptable at a group level for epidemiological purposes, whereas for intervention purposes only the healthy snack and beverage ratios were found to be acceptable at a group level. [ABSTRACT FROM AUTHOR]

The study examined the etiology of individual differences in early drawing and of its longitudinal association with school mathematics. Participants (N = 14,760), members of the Twins Early Development Study, were assessed on their ability to draw a human figure, including number of features, symmetry, and proportionality. Human figure drawing was moderately stable across 6 months (average r = .40). Individual differences in drawing at age 4½ were influenced by genetic (.21), shared environmental (.30), and nonshared environmental (.49) factors. Drawing was related to later (age 12) mathematical ability (average r = .24). This association was explained by genetic and shared environmental factors that also influenced general intelligence. Some genetic factors, unrelated to intelligence, also contributed to individual differences in drawing. [ABSTRACT FROM AUTHOR]

Objective: To analyze sources of racial and gender disparities in adolescent obesity prevalence in the United States using Oaxaca-Blinder decomposition.Methods: Data were obtained from the National Youth Physical Activity and Nutrition Study, a 2010 nationally representative study of 9th-12th grade students. Obesity status was determined from objective height and weight data; weight-related behaviors and school, home, and environmental data were collected via questionnaire. Oaxaca-Blinder decomposition was used to independently analyze racial and gender obesity prevalence differences (PD), i.e., comparing Black girls to White girls, and Black girls to Black boys.Results: Overall, measured characteristics accounted for 46.8% of the racial PD but only 11.9% of the gender PD. Racial PD was associated with Black girls having less fruit/vegetable access at home, obtaining lunch at school more often, and playing fewer sports than White girls. Gender PD was associated with differential associations between physical activity (PA) measures-including total activities in the past year and days of moderate to vigorous physical activity (MVPA) in the past week-and obesity.Conclusions: School lunch and home food environmental variables accounted for racial disparities, but not gender disparities, in obesity prevalence. Gender differences in mechanisms between PA and obesity should be explored further. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND An intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity ( MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1 year. METHODS Second- and third-grade classes of 6 elementary schools were included in the study. The intervention group participated in physically active academic lessons and the control group in regular classroom lessons. Implementation measures were obtained and the children were pretested and posttested on mathematics and reading. RESULTS Teacher observations and self-reports indicated that the lessons were implemented as planned. Classroom observations showed that children's on-task behavior during the lessons was above 70%. On the basis of heart rate measures, on average 64% of the lesson time was spent in MVPA. Posttest mathematics and reading scores of third-grade children who participated in the intervention were significantly higher in comparison with control children. Posttest mathematics scores of second-grade children in the intervention condition were significantly lower in comparison with control children. CONCLUSIONS The intervention program was successfully implemented and the lessons contributed to the academic outcomes of third-grade children. [ABSTRACT FROM AUTHOR]

Recent research has suggested that simply providing each child with a computer does not lead to an improvement in learning. Given that dozens of countries across the world are purchasing computers for their students, we ask which elements are necessary to improve learning when introducing digital resources into the classroom. Understood the orchestration as the coordination of conventional and digital resources, we examine whether effective resource orchestration improves student learning. To do so, an 8-month study was undertaken across 17 schools in Uruguay, involving 544 fourth grade students. A treatment group worked under an orchestrated strategy, while a control group followed the national strategy, which includes the One Laptop per Child Computer ( XO). Our study confirmed that the national strategy alone is capable of producing significant progress in student learning. However, we also found that the orchestration produces a statistically significant improvement in the results when compared to the control group. The main finding indicates that when teachers have an orchestrated strategy to integrate digital and non-digital resources, student learning is enhanced in relation to the curricular objectives. Finally, we discovered that learning is improved in the treatment group when there is systematic use of resources, and when the school's infrastructure facilitates the use of the technology. [ABSTRACT FROM AUTHOR]

Background Widespread subclinical iodine insufficiency has recently been reported in Europe, based on urinary iodine using World Health Organization/ Food and Agriculture Organization criteria, in particular among young women. Although urinary iodine concentration ( UIC) is a useful measurement of the iodine status in a population, it does not provide an insight into the habitual iodine intake of this population. This is compounded by the fact that very few iodine-specific food frequency questionnaires ( FFQ) have been validated so far. The present study aimed to develop and validate a new, simple, rapid survey tool to assess dietary iodine exposure in females of childbearing age. Methods Iodine was measured in a duplicate 24-h urine collection. Iodine intake was measured with duplicate 4-day semi-quantitative food diaries and the FFQ. Correlation, cross-classification and Bland-Altman analyses were used to estimate agreement, bias and the reliability of the method. The triangular (triad) method was used to calculate validity coefficients. Results Forty-three women, aged 19-49 years, took part in the validation of the 17-items FFQ. Median ( interquartile range) UIC was 74 (47-92) μg L−1, which is indicative of mild iodine insufficiency. The FFQ showed good agreement with food diaries with respect to classifying iodine intake (82% of subjects were classified in the same or adjacent quartile). The FFQ was moderately correlated with the food diaries ( rs = 0.45, P = 0.002) and urinary excretion in μg L−1 ( rs = 0.34, P = 0.025) but not in μg day−1 ( P = 0.316). The validity coefficients were 0.69, 0.66 and 0.52 for the food diaries, FFQ and urinary iodine excretion, respectively. Conclusions The FFQ provides a rapid and reliable estimate of dietary iodine exposure to identify those population subgroups at risk of iodine deficiency. [ABSTRACT FROM AUTHOR]

Background Obesity has been regarded as a single best predictor and major controllable contributor to hypertension. The present study aimed to assess the relationship between body compositional and nutritional parameters with blood pressure in rural Bengalee adults. Methods Anthropometric measures, blood pressure and nutritional parameters were measured in 522 rural Bengalee adults using standard protocols. Receiver operating characteristic analysis was carried out to identify cut-off values of body mass index ( BMI) and percentage of body fat ( BF%) as associated factors of hypertension and hypotension. Results Most of the subjects were normotensive. However, a notable percentage had hypertension (males: 21.86%; females: 15.27%), although the prevalence of hypotension was low (males: 10.53%; females: 8.73%). Obesity indicators were significantly higher in hypertensive individuals than hypotensive and normotensive individuals. All anthropometric parameters and obesity indicators were significantly correlated ( P < 0.001) with blood pressure. Blood pressure increased steadily from being underweight through to normal and then to overweight/obese individuals. There were significant differences in the percentage of hypertension and hypotension between nutritional categories. Blood pressure had significant positive correlation with energy, carbohydrate and fat intake, whereas protein and calcium were negatively associated with blood pressure. The suggested cut-off values of BMI and BF%, which were taken as associated factors of hypertension, were 21.86 kg m−2 and 20.31%, and those of hypotension were 18.18 kg m−2 and 13.3%, respectively. Conclusions In lean rural Bengalee populations, high BMI levels may be associated with an increased risk of hypertension. The cut-off values of BMI and BF% in the present study suggested associated factors for cardiovacular risk factors and these values may be of help with respect to reducing mean population blood pressure levels. [ABSTRACT FROM AUTHOR]

Background Innovative dietary intake measurement tools, such as web-based food records, are becoming increasingly available for self-monitoring. However, the accuracy of this method has not been well studied. This pilot study aimed to evaluate the accuracy of energy intake ( EI) estimated by a web-based food record, by comparison with total energy expenditure ( TEE) measured by doubly-labelled water ( DLW) in overweight and obese women. Methods Total energy expenditure ( TEE) was assessed in weight stable (±1 kg) women ( n = 9), with a mean ( SD) age of 34.5 (11.3) years and body mass index of 29.2 (1.4) kg m-2 over 10 days using the DLW technique. All food and beverages were self-reported for 9-days using a web-based food record and mean daily EI calculated. Food record accuracy was assessed by calculating the absolute ( EI − TEE) and percentage ( EI/ TEE × 100) differences between EI and TEE. Women were identified as under-reporters of EI based on the 95% confidence limits of the expected EI : TEE of 1. Results The mean ( SD) self-reported EI was 8351 (1225) kJ day−1 [1996 (293) kcal day−1] and TEE was 10 648 (1774) kJ day−1 [2545 (424) kcal day−1]. The mean (SD) absolute difference in self-reported EI and TEE was −2301 (1535) kJ day−1 [−550 (367) kcal day−1], representing a mean reporting accuracy of 79.6% (14.1%), with four participants under-reporting EI. Conclusions This pilot study highlights the opportunity for the use of the Internet as a novel medium for recording and assessing dietary intake. Although further research is needed in more diverse population groups, the accuracy of web-based food records for assessing EI appears to be consistent with other published dietary intake methods. [ABSTRACT FROM AUTHOR]

Background: Validation of a quantitative food frequency questionnaire (QFFQ) developed specifically for Inuit is necessary to determine its usefulness in assessing dietary intake and adequacy and in identifying dietary risk factors for chronic disease in this population. Methods: Seventy-five randomly selected Inuit adults in Nunavut, Canada, were recruited. Mean daily intake of nutrients from one to three 24-h recalls was used as the reference to measure QFFQ validity. Crude and energy-adjusted Spearman rank correlations (ρ), cross classification and weighted kappa were computed as measures of concordance. Bland–Altman plotting was used for additional assessment. Results: Excluding four participants with daily energy intake of >25.1 MJ, 71 participants were included in the analysis. For all nutrients, mean daily intake from the QFFQ was higher than the recall. ρ’s for macronutrients were in the range 0.71 for carbohydrate to 0.25 for protein. The best ρ amongst micronutrients was observed for vitamin C (0.66). Overall correlation between the two dietary tools improved after correction for within-person variance (from 0.46 to 0.49), although adjusting for energy did not improve the overall coefficient. When nutrient intakes were categorised into quartiles, the QFFQ and 24-h recalls indicated relative agreement proportion (same or adjacent quartiles) of 83% for energy, 94% for total sugar, 83% for macronutrients and 77% for micronutrients. Bland–Altman plots showed a tendency for increased scatter of the differences in nutrients at higher intakes. Conclusions: The QFFQ developed is valid and can be used to assess usual dietary intake and dietary adequacy, determine the contribution of foods to specific nutrient intakes, and identify dietary risk factors for chronic disease amongst this population. [ABSTRACT FROM AUTHOR]

Background: The estimation of dietary intake in population-based studies is often assessed by a food frequency questionnaire (FFQ). This present study aimed to establish the validity of a 142-item quantitative FFQ (QFFQ) developed to assess dietary intake in a population living in the Northwest Territories, Canada, and undergoing rapid nutrition transition. Methods: Sixty-four randomly selected Inuvialuit adults were recruited. The mean of one to three 24-h recalls was used as the reference to measure the validity of the QFFQ. Spearman rank correlations (ρ), cross-classification and weighted kappa were computed as measures of concordance, adjusting for the daily dietary intake variations in the recalls. Bland – Altman plots were used for additional assessment. Results: Four participants with daily energy intake of >25.1 MJ were not included in the analysis. For all nutrients, mean daily intake estimations were higher from the QFFQ than from the recalls. De-attenuated ρ’s for macronutrients ranged from 0.33 (protein) to 0.45 (carbohydrate). The best de-attenuated ρ amongst micronutrients was observed for vitamin C (0.53). Overall correlation between the two dietary tools improved after correction for within-person variance (from 0.32 to 0.35). When nutrient intakes were categorised into quartiles, the QFFQ and 24-h recalls indicated relative agreement (same or adjacent quartiles) for 77% for energy and macronutrients, 86% for total sugar and 72% for micronutrients. Bland–Altman plots showed a tendency for increased scatter of the differences at higher intakes. Conclusions: The QFFQ developed is valid and can be used to assess usual dietary intake and dietary adequacy, determine the contribution of foods to specific nutrient intakes, and identify dietary risk factors for chronic disease amongst Inuvialuit. [ABSTRACT FROM AUTHOR]