Characterization of Website use Associated with the WhyDairy? School-based Nutrition Education Intervention
Bibliographic record
Abstract
Background: Despite the known health benefits of dairy products, their daily consumption continues to decline, particularly in pre-adolescents and adolescents. It is therefore of interest to develop effective strategies to increase dairy intake and education in this population. Objective: The objective of this study was to evaluate the use of the web-based component of a school-based dairy nutrition intervention called WhyDairy?. Through analysis of popular website content, traversal paths and timing of website access, we aimed to investigate how students used this website and to identify areas of improvement for future research. Method: Grade 7 students (n=115) in 10 Southwestern Ontario schools received the WhyDairy? intervention, which included three classroom visits and a website that could be voluntarily accessed. Website use data was collected using Google Analytics. The intervention delivered to control schools did not have a website component and is therefore not described in this report. Results: The website was voluntarily accessed by 33.6% of students participating in the intervention. Almost 70% of website visits occurred within two days following a classroom visit. Popular content included games and interactive pages. While there was moderate engagement with the website during the intervention period, there was poor engagement during the follow-up period. Conclusion: The utilization of the WhyDairy? website represents students’ interest in independently furthering their knowledge and student engagement with a web-based component of a dairy nutrition intervention. Future work should investigate students’ motivations for accessing the website and how to encourage prolonged website use.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.004 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".