Gender differences in the effect of gamification on weight loss during a daily, neurocognitive training program

Abstract

A major contributor to the obesity epidemic is the overconsumption of high-calorie foods, which is partly governed by inhibitory control, that is, the ability to override pre-prepotent impulses and drives. Computerized inhibitory control trainings (ICTs) have demonstrated qualified success at affecting real-world health behaviors, and at improving weight loss, particularly when repeated frequently over an extended duration. It has been proposed that gamification (i.e., incorporating game-like elements such as a storyline, sounds, graphics, and rewards) might enhance participant interest and thus training compliance. Previous findings from a mostly female sample did support this hypothesis; however, it might be expected that the effects of gamification differ by gender such that men, who appear more motivated by gaming elements, stand to benefit more from gamification. The present study evaluated whether gender moderated the effect of a gamified ICT on weight loss. Seventy-six overweight individuals received a no-sugar-added dietary prescription and were randomized to 42 daily and 2 weekly ICTs focused on sweet foods that were either gamified or nongamified. Results supported the hypothesis that gamification elements had a positive effect on weight loss for men and not women (p = .03). However, mechanistic hypotheses for the moderating effect (in terms of enjoyment, compliance, and improvements in inhibitory control) were generally not supported (p’s > .20). These results suggest that gamification of ICTs may boost weight loss outcomes for men and not women, but further research is needed to determine the specific mechanisms driving this effect and to arrive at gamification elements that enhance effects for both men and women.

The Role of Serious Video Games in the Treatment of Disordered Eating Behaviors: Systematic Review

“…Of the 11 studies, 4 (36%) measured the effects of the gamified interventions on physical outcomes such as weight or BMI. All interventions were used in the context of treating overeating in individuals who were overweight [ 59 , 60 , 62 , 63 ]. Among the 4 studies, only 2 (50%)—the gamified ICT in the study by Forman et al [ 60 ] and the executive function (EF) training in the study by Verbeken et al [ 63 ]—reported statistically significant reduction in BMI after the serious game intervention.…”

“…All interventions were used in the context of treating overeating in individuals who were overweight [ 59 , 60 , 62 , 63 ]. Among the 4 studies, only 2 (50%)—the gamified ICT in the study by Forman et al [ 60 ] and the executive function (EF) training in the study by Verbeken et al [ 63 ]—reported statistically significant reduction in BMI after the serious game intervention. This effect, achieved in the study through an intervention centered on ICT was noted to be more significant in men than in women [ 60 ].…”

“…Among the 4 studies, only 2 (50%)—the gamified ICT in the study by Forman et al [ 60 ] and the executive function (EF) training in the study by Verbeken et al [ 63 ]—reported statistically significant reduction in BMI after the serious game intervention. This effect, achieved in the study through an intervention centered on ICT was noted to be more significant in men than in women [ 60 ]. However, in another study by Forman et al [ 62 ], it was reported that gamification slightly reduced weight loss benefits compared with normal ICT [ 62 ].…”

Tecnologias Educacionais Estereotipadas: Um desafio a ser enfrentado

“…Diversos estudos presentes na literatura retratam um cenário de impacto, promovido pelas tecnologias educacionais, a depender do público-alvo para qual são aplicadas. Isso ocorre devido a algumas tecnologias educacionais possuírem limitações em seu Design Schöbel et al (2020), ou seja, atributos que podem ser utilizados em sua construção Klock et al (2015), de forma que torne a tecnologia mais personalizada, como: (i) idade; (ii) gênero; (iii) motivações; e, por fim, (iv) perfil e categorias de estudantes, que podem favorecer o surgimento de desigualdades, como: (i) alguns alunos aprendem mais que outros; (ii) diminuição do engajamento em determinados grupos de estudantes Forman et al (2020); (iii) capacidade de compreensão do problema em alunos de gêneros opostos Pedro et al (2015); (iv) altas taxas de evasão por um grupo de aluno; entre outros.…”

Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias

“…Students can be encouraged by different attributes such as videos, quizzes, experience points (Geving, 2007 ; Hill, 2006 ). This use of attributes may help prevent inequalities, such as (i) some students learn more than others; (ii) lower engagement in certain student groups (Forman et al, 2020 ); (iii) students of opposite genders not being able to understand the exact issue (Pedro et al, 2015 ); and (iv) high evasion rates per student group.…”