Animated Story Videos as a Medium for Improving Food Knowledge in Preschool Children: A Systematic Literature Review
DOI:
https://doi.org/10.26877/paudia.v15i1.2969Keywords:
Early Childhood, Food Pedagogy, Innovative Media, Nutrition Knowledge, Animated VideoAbstract
This systematic literature review aims to examine the effectiveness of animated story videos as a learning medium to enhance nutrition knowledge among early childhood learners through a food pedagogy approach. Articles published between 2015 and 2025 were identified and screened from databases such as Scopus, PubMed, and ERIC using rigorous inclusion criteria. The findings indicate that animated videos significantly improve children’s understanding of healthy eating patterns, increase their interest in nutritious foods, and strengthen their ability to recognize and select healthy dietary options. Visual and narrative-based learning was shown to support better information retention and foster healthier eating behaviors more effectively than conventional teaching methods. However, variations in intervention quality and cultural contexts present limitations that must be considered in broader implementations. This study highlights animated video media as an innovative and promising pedagogical strategy that can be integrated into early childhood education curricula to build foundational nutrition literacy from an early age.
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