Journal of Medical Internet Research - International Scientific Journal for Medical Research, Information and Communication on the Internet

The rapid advancement of artificial intelligence (AI) has outpaced existing research and regulatory frameworks in higher education, leading to varied institutional responses. Although some educators and institutions have embraced AI and generative AI (GenAI), other individuals remain cautious. This systematic literature review explored teaching academics' attitudes, perceptions and intentions towards AI and GenAI, identifying perceived benefits and obstacles. Utilising the unified theory of acceptance and use of technology framework, this study reveals positive attitudes towards AI's efficiency and teaching enhancement, but also significant concerns about academic integrity, accuracy, reliability, skill development and the need for comprehensive training and policies. These findings underscore the necessity for institutional support to navigate the integration of AI and GenAI in tertiary education. Implications for practice or policy: Attitudes towards AI and GenAI integration are diverse with educators recognising benefits but raising ethical and practical concerns. These concerns indicate a need for a more comprehensive understanding and dialogue within academic communities. Academics' intentions to use these technologies are contingent upon the development of robust ethical guidelines and supportive institutional policies. Institutional support and training shape behaviours. The scarcity of formal training, systematic guidelines and policy frameworks currently limits effective integration.

Journal of Medical Internet Research - International Scientific Journal for Medical Research, Information and Communication on the Internet #Preprint #PeerReviewMe: Warning: This is a unreviewed preprint. Readers are warned that the document has not been peer-reviewed by expert/patient reviewers or an academic editor, may contain misleading claims, and is likely to undergo changes before final publication, if accepted, or may have been rejected/withdrawn. Readers with interest and expertise are encouraged to sign up as peer-reviewer, if the paper is within an open peer-review period. Please cite this preprint only for review purposes or for grant applications and CVs (if you are the author). Background: E-Health obesity programs offer benefits to traditionally-delivered programs and have shown promise in improving obesity-related behaviors in children. Objective: To assess the efficacy of a parent-focussed internet-based healthy lifestyle program for preschool-aged children, who are overweight or at risk of becoming overweight, on child BMI, obesity-related behaviors, parent modelling and parent self-efficacy. Methods: The Time2bHealthy randomized controlled trial was conducted in the Illawarra and surrounding areas of New South Wales and Melbourne, Victoria, Australia during 2016-2017. Participants were recruited both online and through more traditional means. Parent/carer and child (aged 2-5 years) dyads were randomized into an intervention or comparison group. Intervention participants received an 11-week internet-based healthy lifestyle program, which was underpinned by Social Cognitive Theory, followed by fortnightly emails for 3-months thereafter. Intervention participants were encouraged to access and contribute to a closed (secret) Facebook group to communicate with other participants and a dietitian. Comparison participants received email communication only. Child BMI was the primary outcome, which was objectively measured. Secondary outcomes included objectively-measured physical activity, parent- and objectively-measured sleep habits, and parent-reported dietary intake, screen-time, child feeding, parent modelling and parent self-efficacy. All data were collected at face-to-face appointments at baseline, 3- and 6-months by blinded data collectors. Randomization was conducted using a computerized random number generator post-baseline data collection. Results: Eighty-six dyads were recruited, with 42 randomized to the intervention group and 44 to the comparison group. 78 dyads attended the 3- and 6-month follow-ups, with 7 lost to follow-up and one withdrawing. Mean child age was 3.46 years and 91% were in the healthy weight range. Sixty-nine percent of participants completed at least 5 of the 6 modules. Intention-to-treat analyses found no significant outcomes for change in BMI between groups. Compared to children in the comparison group, those in the intervention group reduced frequency of discretionary food intake (estimate -0.360, 95% CI -2.272 to -0.447, P=0.00), and parents showed improvement in child feeding pressure to eat practices (-0.304, 95% CI 0.061 to -0.003, P=0.048) and nutrition self-efficacy (0.429, 95% CI 0.096 to 0.763, P=0.01). No significant time by group interaction was found for other outcomes. Conclusions: The trial demonstrated that a parent-focussed eHealth childhood obesity prevention program can provide support to improve dietary-related practices and self-efficacy but was not successful in reducing BMI. The target sample size was not achieved, which would have affected statistical power. Clinical Trial: Australian and New Zealand Clinical Trials Registry (12616000119493). http://www.anzctr.org.au/

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.