BackgroundChildhood obesity is an important health problem worldwide. In this context, there is a need for the development and evaluation of innovative educational interventions targeting prevention and formation of health habits.ObjectivesTo ascertain the impact of ludic workshops on children’s knowledge, self-care, and body weight.MethodsThis was a randomized, clinical study with 79 students aged 7-11 years, conducted from March to November 2012. Anthropometric measurements were collected and two questionnaires (Typical Day of Physical Activities and Food Intake, in Portuguese, and the CARDIOKIDS, a questionnaire of knowledge about cardiovascular risk factors) were applied at baseline, at the end of intervention, and three months thereafter. The intervention consisted of eight playful workshops, which involved the presentation of a play.ResultsSeventy-nine students were randomized to the intervention (n = 40) or the control group (n = 39). Mean age was 10.0 ± 1.1 years. After eight weeks, the intervention group showed significant improvement in the knowledge score (p < 0.001). There was an increase in physical activity scores in both groups, but with no difference between the groups at the end of intervention (p = 0.209). A reduction in the BMI percentile was observed in the intervention group, but there was no significant statistical difference between the two groups after the intervention.ConclusionsPlayful interventions may improve knowledge and physical activity levels in children and, when combined with other strategies, may be beneficial to prevent child obesity and improve self-care.

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Background: Through the human-centered design process (HCD), students, referred to as learners, can use a personal lens to contextualize engineering concepts and solve real-world problems (Goldman and Kabayadondo 2016). The Ignite program, created by the Center for Global Women's Health Technologies (GWHT) at Duke University, integrates the HCD process into science, technology, engineering, and math (STEM) education to advance social justice through an iterative research-topractice methodology. Ignite fosters secondary school students' ability to engineer viable solutions to pressing global issues outlined by the United Nations as Sustainable Development Goals (SDGs).Purpose: This work evaluates the efficacy of the Ignite Water curriculum as a scalable and sustainable intervention for STEM opportunity gaps, SDG #4, and clean water, SDG #6. Ultimately, this work

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