Completed

NCT Number: NCT04190680

Kokkerelli Learning Street Effect Evaluation

The Kokkerelli Learning Street is offered to primary school children in the region of Venlo, the Netherlands. The present study will investigate the effects of the Kokkerelli Learning Street on several determinants of children's fruit and vegetable intake. Based on the literature and the aims of the Learning Street, five relevant determinants are selected: (i) knowledge; (ii) taste preferences; (iii) intention; (iv) skills; and (v) attitude.

Using child-reported questionnaires, the present study aims to answer the following key questions:

What are the short-term and longer-term effects of the Kokkerelli Learning Street on children's:

* Knowledge regarding fruit and vegetable consumption? * Intentions regarding fruit and vegetable consumption? * Attitude regarding fruit and vegetable consumption? * Liking of fruit and vegetables? * Skills regarding fruit and vegetable preparation? * Fruit and vegetable intake?

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Key information

Conditions

Fruit and Vegetable Consumption in Children

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Kids University for Cooking

Venlo, Limburg, 5928 RC, Netherlands

About this study

In 2012, the Kids University for Cooking Foundation BV has developed a nutrition education programme called 'Kokkerelli Learning Street'. This innovative programme aims to teach primary school students aged 8-12 years (study years 5-8) where food comes from, how it is processed, and how it can be used for the preparation of a healthy meal. The theoretical foundation of the Learning Street is based on the EnRG framework, which states that behaviour is influenced both by conscious and unconscious processes. These processes can (in)directly be influenced by environmental factors. In addition, several behavioural and personal factors are thought to moderate the causal path.

The Kokkerelli Learning Street is offered to primary school children in the region of Venlo, the Netherlands. It involves education based on concepts of the Self-Determination Theory, active learning, and imagineering (e.g., self-experience in an interactive environment, rather than conventional education). The present study will investigate the effects of the Kokkerelli Learning Street on several determinants of children's fruit and vegetable intake. Based on the EnRG framework, other literature and the aims of the Learning Street, five relevant determinants are selected: (i) knowledge; (ii) taste preferences; (iii) intention; (iv) skills; and (v) attitude.

Using child-reported questionnaires, the present study aims to answer the following key questions:

What are the short-term and longer-term effects of the Kokkerelli Learning Street on children's:

Knowledge regarding fruit and vegetable consumption?
Intentions regarding fruit and vegetable consumption?
Attitude regarding fruit and vegetable consumption?
Liking of fruit and vegetables?
Skills regarding fruit and vegetable preparation?
Fruit and vegetable intake?

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

Student of study years five to eight of one of the predetermined primary schools

Exclusion criteria

School classes who already participated in the Kokkerelli Learning Street during previous school years

Treatment and study plan

Kokkerelli Learning Street

Behavioral

The Kokkerelli Learning Street focusses on one specific food product (kale, tomato, asparagus, pepper, strawberry, blue berry, mushroom, carrot, or leek) and consists of multiple components:

An introduction lesson at school. Children are introduced to the product and familiarised with growing and harvesting processes and the importance of the product regarding health.
A visit to a grower's farm during which children are introduced to the precise planting, growing and harvesting procedures of the product. Children are allowed to enter the facilities (e.g., the greenhouse) and observe and experience the farming of the product.
A cooking workshop at the facilities of Kids University for Cooking BV. Children prepare a meal with help of volunteers. After preparing the meal, children help to set the table and consume their self-prepared meal.
An evaluation lesson at school. Children evaluate the Learning Street together with their peers and teacher.

Primary outcomes

Change From Baseline Fruit and Vegetable Knowledge at 3 Months After the Evaluation Lesson

Time frame: Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson

Knowledge will be assessed by six knowledge questions in the child questionnaire. A total knowledge score based on the number of correct answers will be calculated. The minimum score that can be obtained is 0, indicating low knowledge. The maximum score that can be obtained is 6, indicating high knowledge.
Change From Baseline Intention to Consume Fruit and Vegetables at Three Months After the Evaluation Lesson

Time frame: Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson

Questions assessing intention will concern participants' plans to consume or cook a meal containing the specific food product in the future and will be assessed on a scale from 1='I don't know' to 6='yes I will'. A mean score will be calculated to assess intention. The minimum score that can be obtained is 0, indicating low intention. The maximum score that can be obtained is 6, indicating high intention.
Change From Baseline Attitude Towards Fruit and Vegetable (Consumption) at 3 Months After the Evaluation Lesson

Time frame: Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson

Questions for attitude ('How much do you think the target behaviours are clever/interesting and nice/cool/tasty?') will be used as described by Ajzen and Fishbein and as previously used in comparable research. They will have response options ranging from 1='no, not at all' to 5='yes, totally'. A mean score will be calculated to assess attitude.
Change From Baseline Taste Preferences for Fruit and Vegetables at 3 Months After the Evaluation Lesson

Time frame: Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson

Three questions will be used for taste preferences (e.g., 'What do you think about the taste of the food product?') (scale from 1='never tried' to 6='I like it very much'). A mean score will be calculated to assess taste preferences.
Change From Baseline Attitude Towards Healthy Food Products at 3 Months After the Evaluation Lesson

Time frame: Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson

Questions for attitude ('How much do you think the target behaviours are clever, interesting, nice, cool, and tasty?') will be used as described by Ajzen and Fishbein and as previously used in comparable research. They will have response options ranging from 1='no, not at all' to 5='yes, totally'. A mean score will be calculated to assess attitude.

Sponsors and collaborators

Lead sponsor

Maastricht University Medical Center

Other

Registry information

Important dates

Study start: 2020
Primary completion: 2022
Study completion: 2022
First posted: Dec 9, 2019
Registry last updated: Dec 16, 2025

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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