Applying User‐Centered Design to Developing Videos to Educate Parents on Healthful Feeding Practices of Young Children in a Low‐Income Community: A Caminitos Collaborative Project
Authors: Coronado Juliette , Beidiger‐Friedman Lesli , Crixell Sylvia Hurd , Courtney Cary 
Published: November 2023

Introduction

Texas participants in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) seek knowledge, disseminated via current technology, on how to engage in optimal, evidenced‐based feeding practices when nourishing their young children. Recently, Texas WIC participants and other low‐income parents have expressed a preference for learning about health through short videos. Video‐based nutrition education may be a useful interface to communicate about complex topics regarding early childhood feeding practices to an audience who identifies as stressed. Per social cognitive theory, parent self‐efficacy regarding feeding children may improve through vicarious learning offered via peer‐generated videos. Currently, there are few such educational videos available to fill this need. Technological interfaces should always take into consideration the preferences of the user. For example, user‐centered design (UCD) of successful smartphone apps is based on the practice of iteratively engaging the intended user during the development process. We aim to employ UCD in the development of educational videos for low‐income parents. The purpose of this study was to begin the UCD process by 1) generating an initial round of videos developed by college students enrolled in a university lifespan nutrition class, with contest based on current scientific consensus regarding appropriate feeding practices for young children, and 2) gathering input from parents of children enrolled in a Head Start/Caminitos research collaborative.

Method

Students generated 54 videos. Videos were viewed and scored by students. The research team selected 14 videos (10 English/2 Spanish/2 bilingual) and parents of young children (n = 16) reviewed the videos. A semi‐structured interview guide consisted of 12 questions designed to facilitate 10‐minute interviews conducted in person or via phone. Participant responses were coded and the mated using a 3‐coder model.

Results

Parents indicated that they had prior knowledge regarding some video topics, including limiting fruit juice, avoiding choking hazards, eating healthy foods in general, and avoiding unhealthy foods. The most popular videos included rap and singing, based on their entertainment value. Parents also liked videos about complementary feeding using a dog in place of a child, portion sizes, omega 3 fatty acids, healthy snack ideas, the sugar content in beverages, and an animation using paper cutouts explaining the importance of iron in complementary foods. In general, parents trusted the videos because they were viewed through the research collaborative at the school. Notably, many parents were bilingual, and because they spoke English and Spanish at home, preferred the bilingual videos.

Conclusions

There was a general positive attitude among parents regarding using videos as a means to learn. The next stage of the project will involve a video contest among parents in the research collaborative to generate videos in English, Spanish, and both languages. These videos will again be subjected to peer review.

Support or Funding Information

Texas State University Research Enhancement Grant