Understanding the role of food science education in developing undergraduate students’ intentions to implement Good Manufacturing Practices (GMPs) may be a key strategy in developing the workforce’s implementation of GMPs and other food safety programs. Previous research has demonstrated the effects of educational interventions on planned food safety behaviors in various settings; however, none have studied GMPs interventions and college students. This study applied the Theory of Planned Behavior (TPB) to evaluate the effects of a game-based e-learning module on undergraduate students’ planned behaviors concerning GMPs. Forty-four participants were recruited from 42 food science clubs across the United States to complete a game-based e-learning module and preand posttest survey instruments. We compared changes in preand posttest scores using paired Wilcoxon signed rank tests and explored the role of GMP-related knowledge and TPB constructs (attitudes, subjective norms, and perceived behavioral controls) in predicting students’ intentions to implement GMPs using multiple linear regression. We modeled pretest scores, posttest scores, and changes in scores while controlling for student demographic factors (for example, year in college, gender, and so on). Only participants’ knowledge and perceived behavioral controls significantly increased (P < 0.05) after completing the game-based e-learning module. Posttest regression models explained twice as much variance than pretest models (up to 54% total). Changes in intentions to implement GMPs were predicted by changes in subjective norms, perceived behavioral controls, and knowledge, as well as previous enrollment in food safety courses and interest in working in the food industry. The only predictive variables for both preand posttest scores were subjective norms, previous enrollment in food safety courses and interest in working in the food industry (P < 0.05). A discussion of how these results provide insights for food safety educators to optimize their teaching impacts was presented.

中文翻译：

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基于游戏的电子学习模块对食品科学专业学生有关良好生产规范的计划行为的影响

理解食品科学教育在培养本科生实施良好生产规范（GMP）意图方面的作用，可能是开发员工实施GMP和其他食品安全计划的关键策略。先前的研究已经证明了教育干预对各种环境中计划的食品安全行为的影响；但是，没有人研究过GMP干预措施和大学生。这项研究应用计划行为理论（TPB）来评估基于游戏的电子学习模块对大学生有关GMP的计划行为的影响。从美国42个食品科学俱乐部中招募了44名参与者，以完成基于游戏的电子学习模块以及测试前后的调查工具。我们使用配对的Wilcoxon符号秩检验比较了前测和后测成绩的变化，并探索了GMP相关知识和TPB构造（态度，主观规范和感知的行为控制）在预测学生使用多元线性回归实施GMP的意图中的作用。我们在控制学生人口统计学因素（例如，大学年份，性别等）的同时，对测验前分数，测验后分数和分数变化进行了建模。在完成基于游戏的电子学习模块后，只有参与者的知识和感知的行为控制才能显着增加（P <0.05）。测试后回归模型解释的差异是测试前模型的两倍（总计高达54％）。通过主观规范，感知的行为控制和知识的变化来预测实施GMP的意图的变化，以及先前参加的食品安全课程和对食品行业工作的兴趣。测试前和测试后分数的唯一预测变量是主观规范，先前参加食品安全课程和对食品行业工作的兴趣（P <0.05）。讨论了这些结果如何为食品安全教育者提供见解，以优化他们的教学效果。