GAME FOR IMPROVING VEGETABLE LIKING

Abstract

A game for developing vegetable likings, which game has different levels comprising: providing a kit comprising (a) one or more individual game packages for each level of the game, wherein the game packages comprise different vegetable-flavored candies or vegetable-flavored snacks (b) either (i) a label on each package containing a code that is linked to the game or (ii) a game card with each package presenting the game, wherein the game comprises a plurality of questions with a plurality of choices of answers and (c) instructions to play the game.

Claims

1. A gamified method to develop a vegetable liking, which method comprises: (i) evaluating a sensory response of a participant at a first sensory visit; (ii) providing the participant with a kit for playing a game, which has multiple (e.g., two or more) levels, wherein the kit comprises (a) one or more individual game packages for each level of the game, wherein the game packages comprise different vegetable-flavored candies or vegetable-flavored snacks, wherein the candies or snacks are flavored with at least one vegetable or a combination of two or more vegetables, (b) either (i) a label on each package containing a code that is linked to a website, wherein the website delivers and scores a plurality of questions with a plurality of choices of answers for the game and/or (ii) a game card with each package for playing the game, wherein the game card presents a plurality of questions with a plurality of choices of answers and (c) instructions to play the game; (iii) having the participant play the game and recording and scoring the answers provided by the participant; (iv) evaluating a sensory response of the participant at a next sensory visit; (v) comparing and analyzing the responses from steps (i), (iii), and (iv); (vi) altering a vegetable flavor in the vegetable-flavored candies or vegetable-flavored snacks based on the analysis of step (v) to develop the vegetable liking; and (vii) repeating the steps (ii)-(vi) as necessary until the vegetable liking has been developed.

2. The gamified method of claim 1, wherein the sensory response is evaluated by: i) providing two or more vegetable samples to the participant, wherein the vegetable samples are chopped or pureed vegetables; and ii) obtaining from the participant sensory ratings such as bitterness, sweetness, likings, dislikings, and identity of the vegetable in the vegetable-flavored candies or snacks.

3. The gamified method of claim 1, wherein the vegetable flavor in the vegetable-flavored candies or vegetable-flavored snacks is altered by: (a) adjusting an amount of a vegetable, (b) adding one or more spices or herbs, (c) changing a vegetable, a combination of two or more vegetables, or the relative proportions of the two or more vegetables in the combination, and/or (d) adjusting an amount of a non-vegetable ingredient, such as a juice or a syrup liked by the participant.

4. The gamified method of claim 1, wherein the vegetable-flavored candies or vegetable-flavored snacks comprise a vegetable.

5. The gamified method of claim 4, wherein the vegetable is in a chopped form, a pureed form, a powdered form, or a flavor concentrated form.

6. The gamified method of claim 4, wherein the vegetable-flavored candies are sweet candies or gelatin-based candies (gummies), optionally of different shapes, sizes, and colors.

7. The gamified method of claim 6, wherein the vegetable-flavored candies are gummies.

8. The gamified method of claim 4, wherein the vegetable-flavored snacks are puffs, chips or crackers, optionally of different shapes, sizes, and colors.

9. The gamified method of claim 4, wherein the vegetable is a leafy vegetable or a non-leafy vegetable.

10. The gamified method of claim 9, wherein the vegetable is selected from kale, spinach, broccoli, asparagus, carrot, green pea, green bean, bell pepper, cucumber, basil, cabbage, collard greens, brussels sprouts, chard, bok choy, beets, artichoke, celery, okra, leeks, zucchini, lettuce, and squash.

11. The gamified method of claim 1, wherein the game is played for about 7 days to about 21 days at least once daily or at least five times over six days.

12. The gamified method of claim 1, wherein the game comprises at least six levels.

13. The gamified method of claim 1, wherein the plurality of questions are related to a variety and a target flavor familiarization and flavor identification of the vegetables.

14. A kit for playing a multi-level game for developing a vegetable liking, which kit comprises (a) one or more individual game packages for each level of the game, wherein the game packages comprise different vegetable-flavored candies or vegetable-flavored snacks, wherein the candies or snacks are flavored with at least one vegetable or a combination of two or more vegetables, (b) either (i) a label on each package containing a code that is linked to a website, wherein the website delivers and scores a plurality of questions with a plurality of choices of answers for the game and/or (ii) a game card with each package for playing the game, wherein the game card presents a plurality of questions with a plurality of choices of answers and (c) instructions to play the game.

15. The kit of claim 14, wherein the vegetable-flavored candies or snacks comprise a vegetable.

16. The kit of claim 15, wherein the vegetable is in a chopped form, a pureed form, a powdered form, or a flavor concentrated form.

17. The kit of claim 15, wherein the vegetable-flavored candies are sweet candies or gelatin-based candies (gummies), optionally of different shapes, sizes, and colors.

18. The kit of claim 17, wherein the vegetable-flavored candies are gummies.

19. The kit of claim 15, wherein the vegetable-flavored snacks are puffs, chips or crackers, optionally of different shapes, sizes, and colors.

20. The kit of claim 16, wherein the vegetable is a leafy vegetable or a non-leafy vegetable selected from kale, spinach, broccoli, asparagus, carrot, green pea, green bean, bell pepper, cucumber, basil, cabbage, collard greens, brussels sprouts, chard, bok choy, beets, artichoke, celery, okra, leeks, zucchini, lettuce, and squash.

Description

BRIEF DESCRIPTION OF THE DRAWINGS

[0027] The present disclosure will be more readily understood from the detailed description of embodiments presented below, considered in conjunction with the attached drawings of which:

[0028] FIG. 1 shows an overall design of how a game occurs.

[0029] FIG. 2 shows the game kit comprising a package including gelatin-based candies (gummies) of different shapes and a game card. The game challenges can be completed online or included as the game card with the package. The number on the package indicates the level of the game, and the label shows a quick response (QR) code. The game card shows a question and choices of answers.

[0030] FIG. 3 shows baseline ratings of liking for actual vegetables before people played the game. The kale and spinach generally have lower ratings.

[0031] FIG. 4 shows that some, but not all, players can get some, but not all, game questions correct. This indicates the variability of ability within the game.

[0032] FIG. 5A shows the effect of playing the game on liking ratings for the chopped kale and chopped spinach (right column) or pureed kale and pureed spinach (left column). The initially disliked chopped vegetables, spinach, and kale, increased in liking only for people who played the game with vegetable flavors. FIG. 5B shows the effect of playing the game on liking ratings for the chopped broccoli and chopped asparagus (right column) or pureed broccoli and pureed asparagus (left column).

[0033] FIG. 6A shows the bitterness ratings for kale and spinach evaluated at the sensory visits. FIG. 6B shows the bitterness ratings for broccoli and asparagus evaluated at the sensory visits. FIG. 6A and FIG. 6B indicate that the intensity of the sensation of bitterness is not causing the changes in liking, as bitterness did not change in a pattern that links to liking.

[0034] FIG. 7A shows the sweetness ratings for kale and spinach evaluated at the sensory visits. FIG. 7B shows the sweetness ratings for broccoli and asparagus evaluated at the sensory visits. FIG. 7A and FIG. 7B indicate that the intensity of the sensation of sweetness is not causing the changes in liking, as sweetness did not change in a pattern that links to liking.

DETAILED DESCRIPTION

[0035] For the purposes of promoting an understanding of the principles of the present disclosure, reference will now be made to the embodiments illustrated in the drawings, and specific language will be used to describe the same. It will nevertheless be understood that no limitation of the scope of this disclosure is thereby intended.

[0036] The term gamification refers to a method of inspiring users to develop healthy vegetable eating habits through game-playing tasks that may not be enjoyable outside of the game. An example used in gamification is completing the goal/task and getting a reward, such as points.

[0037] The terms participants or players are used interchangeably.

[0038] The term gummies refers to gelatin-based candies or gelled candies.

[0039] The present disclosure relates to a gamified method for developing and improving vegetable liking. This gamification technique involves repeated flavor exposure of vegetables. Repeated flavor exposure to vegetables can increase their liking.

[0040] Provided is a gamified method to develop a vegetable liking, which method comprises: [0041] (i) evaluating a sensory response of a participant at a first sensory visit; [0042] (ii) providing the participant with a kit for playing a game, which has multiple (e.g., two or more) levels, wherein the kit comprises (a) one or more individual game packages for each level of the game, wherein the game packages comprise different vegetable-flavored candies or vegetable-flavored snacks, wherein the candies or snacks are flavored with at least one vegetable or a combination of two or more vegetables, (b) either (i) a label on each package containing a code that is linked to a website, wherein the website delivers and scores a plurality of questions with a plurality of choices of answers for the game and/or (ii) a game card with each package for playing the game, wherein the game card presents a plurality of questions with a plurality of choices of answers and (c) instructions to play the game; [0043] (iii) having the participant play the game and recording and scoring the answers provided by the participant; [0044] (iv) evaluating a sensory response of the participant at a next sensory visit; [0045] (v) comparing and analyzing the responses from steps (i), (iii), and (iv); [0046] (vi) altering a vegetable flavor in the vegetable-flavored candies or vegetable-flavored snacks based on the analysis of step (v) to develop the vegetable liking; and [0047] (vii) repeating the steps (ii)-(vi) as necessary until the vegetable liking has been developed.

[0048] Taste is a main barrier to vegetable consumption across all age groups. Improved vegetable taste or vegetable liking is a strong facilitator for its consumption. This game can employ developing and increasing liking for vegetables by repeatedly exposing participants to vegetable flavor. The player can be exposed to various vegetable flavors by providing a kit of the game, which comprises different vegetable-flavored candies or vegetable-flavored snacks. Playing the game comprises testing one or more vegetable-flavored candies or vegetable-flavored snacks and recording an answer to one or more questions. The sensory response from players can be assessed at multiple sensory evaluation visits. Various combinations of different vegetable flavors can create different levels of difficulty in the game.

[0049] In some embodiments, the game package can comprise different vegetable flavored candies or vegetable-flavored snacks, a label on the package containing a code that is linked to the game, and/or a game card.

[0050] In some embodiments, the game can comprise a question-and-answer trivia with a plurality of questions and choices of answers (see Table 4 for a summary of question types). The participant can play the question-and-answer game using the game card. The game card presents a question with a plurality of choices of answers. Alternatively, the game can be played using the code such as the Quick Response (QR) code linked to a website, wherein the website is designed to deliver the game questions with choices of answers and score the recorded answers by the participants. The questions can relate to variety and targeted flavor familiarization, and identification of the vegetables.

[0051] Playing the game can comprise testing the vegetable-flavored candies or vegetable-flavored snacks. The vegetable-flavored snacks can be any savory snack. In some embodiments, the snacks can be puffs, chips, or crackers. The snacks can be differently vegetable-flavored and optionally differently shaped, sized, and colored to alter the difficulty level of the game.

[0052] Candies can be any sweet flavor type of candies. In some embodiments, the candies can be gelatin-based candies (gummies). The gummies can be differently vegetable-flavored and optionally differently shaped, sized, and colored to alter the difficulty level of the game. Gummies can be prepared by a well-known process using common ingredients such as a gelatin or other gelling base such as a pectin or a corn syrup solid, a sugar or a sugar base, a vegetable, a juice, a flavor, a color, and a preservative.

[0053] The vegetable used in the gummies can be in a chopped form, a pureed form, a flavor-concentrated form, or a powdered form. The vegetable can be selected from seasonal fresh or frozen vegetable. The vegetable used can be any suitable leafy or non-leafy vegetable which is disliked by most. In some embodiments, the vegetable used can be leafy green or non-leafy green vegetable. Examples of the vegetable include, but are not limited to, kale, spinach, broccoli, asparagus, carrot, green pea, green bean, bell pepper, cucumber, basil, cabbage, collard greens, brussels sprouts, chard, bok choy, beets, artichoke, celery, okra, leeks, zucchini, lettuce, and squash. Both chopped and pureed vegetable samples can be cooked.

[0054] The game can be played by any person. The participant can be of any age group. In some embodiments, the game can be played for at least about 7 days to about 21 days, such as about 7 days to 21 days, or 7 days to about 21 days, or 7 days to 21 days. Preferably, the game can be played for about 7 days to about 15 days, such as about 7 days to 15 days, 7 days to about 15 days, or 7 days to 15 days. The game can comprise about 1 to about 6 levels, such as about 1 to 6 levels, 1 to about 6 levels, or 1 to 6 levels. In some embodiments, the game can be played at least once daily for at least about 5 times over about 6 days (such as 6 days) between two sensory visits. Sensory visits can involve the evaluation of smell and taste abilities and ratings for liking, smell, taste, and/or flavor intensity and/or pleasantness.

[0055] The game can involve at least about three sensory visits (such as three sensory visits), and the game can be repeated between two sensory visits. In some embodiments, the sensory response can be evaluated by: [0056] i) providing two or more vegetable samples to the participant, wherein the vegetable samples are chopped or pureed vegetables; and [0057] ii) obtaining from the participant sensory ratings such as bitterness, sweetness, likings, and dislikings and identity of the vegetable in the vegetable-flavored candies or snacks.

[0058] The responses from the question-and answer game and the two sensory visits can be analyzed to determine if the vegetable liking ratings of the participants were improved. The results of this analysis can be used to improve further vegetable liking in the participants. The vegetable liking can be improved by altering the vegetable flavor in the vegetable-flavored candies or vegetable-flavored snacks and modifying the difficulty level of the game.

[0059] The vegetable flavors in the gummies or in the vegetable snacks can be altered by adjusting an amount of the vegetable used, adding other flavors such as spices and herbs, changing the array of vegetables e.g., changing a vegetable, a combination of two or more vegetables, or the relative proportions of the two or more vegetables in the combination, to include the vegetables which are more available and appealing to the participants, and adjusting the amount of other flavors that are used in the gummies such as a juice or syrup that the participant likes. The difficulty level of the game can be altered by mixing other flavors, such as species and herbs, with the main vegetable flavors and changing the array of vegetables which can make the game harder or easier for the participants.

[0060] Any suitable spices and herbs can be used to alter the vegetable flavor. Examples of spices and herbs include, but are not limited to, basil, rosemary, dill, thyme, cumin, oregano, pepper, garlic, or a combination thereof.

[0061] Provided is a kit for playing a multi-level game for developing a vegetable liking, which kit comprises (a) one or more individual game packages for each level of the game, wherein the game packages comprise different vegetable-flavored candies or vegetable-flavored snacks, wherein the candies or snacks are flavored with at least one vegetable or a combination of two or more vegetables, (b) either (i) a label on each package containing a code that is linked to a website, wherein the website delivers and scores a plurality of questions with a plurality of choices of answers for the game and/or (ii) a game card with each package for playing the game, wherein the game card presents a plurality of questions with a plurality of choices of answers and (c) instructions to play the game.

[0062] In an embodiment, the game was played for about 15 days: once daily and at least about five times. Based on each game level, the gameplay involved different question formats in providing variety and target flavor familiarization and identification of vegetables. Each sensory evaluation test was conducted after every seven days. The vegetable-liking rating was evaluated in at least two sensory visits. Sensory testing involved providing sensory ratings by players, such as bitterness, sweetness, likings, and dislikings of both chopped and pureed vegetable samples (see Table 1), and guessing the sample identity. The responses obtained from the question-and-answer and sensory visits were compared and analyzed.

[0063] The players displayed improvements in liking ratings for chopped leafy green vegetables over the course of the game. The liking ratings for leafy green vegetables, such as kale, which were initially disliked, increased over the course of the intervention, with increased liking ratings at sensory visits two and three compared to visit one. Thus, the gamification for vegetable flavor exposure can increase acceptance and intake of actual, identifiable vegetables.

Examples

Materials

[0064] All vegetable-flavored gummies were made from frozen vegetables, purchased from local retailers in bulk, and stored frozen in their packages at 20 C. until use.

Distractor samples were made from ingredients purchased from local and online retailers.
All food samples, such as oat, beef, black bean, and chicken were purchased from local retailers. Other items (plastic sample cups, food pouches) were purchased from online or local retailers of food grade packaging products.

A] Participant Screening

[0065] Participants were selected via the Saliva, Perception, Ingestion, and Tongues (SPIT) lab participant database and through local advertisements, flyers, and social media. FIG. 1 provides an overview of the complete study. First, interested individuals completed a screening survey (survey tool used: Qualtrics XM, Provo, UT), which asked for self-reported confirmation that individuals met the game criteria.

B] Baseline Visit Overview

[0066] All samples and materials necessary to complete the game were packaged into a remote testing kit. The game kit was provided to selected participants, and all game procedures were completed remotely. Samples were packed with ice packs to maintain sample freshness. Participants were instructed to take the study kit home and put it in the refrigerator until ready to begin the test process. Participants were also instructed to refrain from eating or drinking anything besides water for an hour before testing and to complete the test by the end of the day to maintain sample freshness. The sensory evaluation data was collected using RedJade (Redwood City, CA) sensory software. Each participant was given a unique website link that directed them to the collect survey. Total of 77 participants completed the baseline visit.

i) Smell and Taste Acuity Tests

[0067] Smell acuity was assessed using the Sensonics International Pocket Smell Test (Haddon Heights, NJ), a commercially available, 3-odor, forced-choice screening test that very briefly determines if an individual displays any olfactory dysfunction. It works similarly to a scratch-and-sniff card: each odor patch is scratched to release an odor, the individual smells the odor, and chooses one response from 4 options (the correct response and three distractors). Getting one or more odor choices incorrect implies a degree of olfactory dysfunction.

[0068] Taste acuity was assessed using sweet, salty, sour, and bitter taste solutions. Solutions were prepared with de-ionized water at suprathreshold concentrations with prototypical tastants: 5.0% w/w sucrose (sweet), 1.2% w/w sodium chloride (salty), 0.27% w/w citric acid (sour), and 0.016% w/w sucrose octaacetate (bitter). Participants were asked to take a small sip of each solution and match the solutions to their tastes, such as sweet, sour, salty, and bitter. It has been classified that getting one or more taste choices incorrect as an indication of some level of taste dysfunction.

ii) Sensory Evaluation

[0069] Participants evaluated eight pureed food samples and four chopped vegetable samples (see Table 1). The vegetable samples included four green vegetables that are often disliked: two leafy green vegetables, e.g., kale and spinach, and two non-leafy green vegetables, e.g., broccoli and asparagus. Two of these would serve as target vegetables, for example, kale and broccoli, included in the vegetable group's game, and two of these as non-target vegetables, for example, spinach and asparagus, not included in the game in the subsequent game phase of the study. The remaining four pureed samples were included to serve as non-vegetable distractor samples, and to provide variety and increased difficulty during the sample identification task.

[0070] Pureed vegetables were cooked in the microwave (1200 W) from frozen samples, slightly longer than the package directions, to ensure uniform sample texture. Each vegetable type was pureed with enough de-ionized water to produce a thick puree (see Table 1). Purees were cooled to room temperature, packaged into opaque pouches to minimize visual cues, and frozen at 20 C. until use. Chopped vegetables were cooked using the microwave from frozen according to package directions (Table 1), cooled to room temperature, packaged in 30 mL clear plastic cups, and frozen at 20 C. until further use. Test samples were thawed overnight in a 4 C. refrigerator before packaging to give to participants.

TABLE-US-00001 TABLE 1 Sensory evaluation samples Cooking % w/w time Sample Sample Sample % w/w DI (minutes Type Identifier Food ingredient water at1200 W) Pureed Leafy Frozen 50 50 8 vegetable: chopped target Kale Leafy Frozen 50 50 8 vegetable: chopped non-target Spinach Non-leafy Frozen 60 40 6 vegetable: Broccoli target florets Non-leafy Frozen 80 20 5 vegetable: Asparagus non-target spears Distractor Oat flour 40 60 Distractor Fat free 90 10 refried Black bean Distractor Beef and 100 0 Gravy baby food Distractor Chicken and 100 0 Gravy baby food Chopped Leafy Frozen 6.5 vegetable: chopped target Kale Leafy Frozen 6.5 vegetable: chopped non-target Spinach Non-leafy Frozen 5 vegetable: Broccoli target florets Non-leafy Frozen 4 vegetable: Asparagus non-target spears

[0071] Participants rated bitterness, sweetness, and liking/disliking of each sample, followed by a 4-option multiple-choice question that asked participants to identify the sample tasted. Bitterness and sweetness intensity were rated on 110-pt visual analog scales, with labels corresponding to the following points: None=0, Barely detectable=5, Weak=25, Moderate=45, Strong=65, Very strong=85, and Strongest ever=105 (Kershaw, J. C., et al. 201, Journal of Sensory Studies, e12507). Liking/disliking was rated on a hedonic visual analog scale ranging from 110 to 110, with labels corresponding to the following points: Worst ever=100, Dislike=50, Neutral=0, Like=50, Best ever=100. Participants evaluated all eight pureed samples first and then evaluated all four chopped samples. Sample re-tasting during rating was allowed. Sample presentation was randomized within puree or chopped sample group.

C] Participant Selection

[0072] The participants of interest for the gummy game intervention were dislikers and low consumers of vegetables. Thus, participants who completed the baseline visit qualified for participation in the gummy game if they: 1) correctly identified all odors and tastes in the acuity tests (thus no evidence of current taste/smell dysfunction); 2) consumed fewer than 2.5 servings of non-starchy vegetables per day based; and 3) disliked (rated liking at or below Neutral) at least one target (Broccoli or Kale) and one non-target (Asparagus or Spinach) chopped vegetables in the sensory evaluation task. Of the 77 participants who completed the baseline visit, 39 qualified to participate in the game phase.

D] Gummy Flavor Game Phase Overview

[0073] The general overview of the game phase is shown in FIG. 1. Participants completed three remote sensory visits and two weeks of remote gameplay in between game visits. Total of 34 participants completed the game phase. Participants were randomly assigned to either the vegetable group (completed daily gameplay with vegetable-flavored gummies) or the control group (completed daily gameplay with non-vegetable-flavored gummies).

1) Sensory Visits (Day 1, 8, and 15)

[0074] For each sensory visit, a remote testing kit was provided to participants. The testing protocol for the sensory evaluation task was similar to the baseline study visit. As in the baseline visit, participants first tasted and gave sensory ratings e.g., bitterness, sweetness, and liking/disliking of pureed versions of the test foods: four vegetable samples and four non-vegetable samples (see Table 1 for sample details) and guessed the sample identity with a four-option multiple-choice question. Chopped versions of each vegetable, for example, kale, spinach, broccoli, and asparagus, were tasted, rated, and identified in the same way. The order of tasting within the pureed and chopped sample blocks was randomized.

2) Gummy Formulations

[0075] Gummies were prepared using a well-known process. Two sets of flavored gummies were formulated: one for the control group and one for the vegetable-targeted group. The Vegetable set of gummies contained primarily vegetable flavors, while the Control set of gummies contained non-vegetable flavors that were unfamiliar or unpleasant in gummy forms, such as meats, herbs, grains, or legumes. The gummies had a gelatin, sucrose, and corn syrup base, with unique formulations for each flavor. The flavors for the gummies in the vegetable group were made from whole food sources, while the flavors for the gummies in the control group were made from both whole food and natural and artificial flavors. Details on flavor ingredient sources and formulations are provided in Table 2, and specific formulation details for each gummy flavor can be found in Table 3. Each gummy flavor was made according to the general formulation procedure: a gelatin sugar syrup (gummy syrup) was made using a juice or water and cooked to a specific temperature. Various flavors were used to make the gummy syrup formulations. Acid, color, and some flavors were also added after cooking. For gummies where fresh, canned, or frozen products were used to create the flavor, juice and puree was prepared from the products as described in Table 2. These juices and purees were added to the final gummy formulation. The formulation was carried out at different temperatures in order to optimize flavors (see Table 3).

TABLE-US-00002 TABLE 2 Ingredient sources and formulation details for gummy juices and purees Juice details Puree details Microwave Blend Strained pulp defrosting time (sec.- microwave Puree Puree Gummy Ingredient time (min. % w/w % w/w blend time (min. % w/w % w/w type source at <350 W) vegetable water type) at 1200 W) vegetable water Broccoli Frozen 7.5 66.7 33.3 20-30 - 6.0 90.9 9.1 broccoli speed 2 florets; Kale Frozen 8 66.7 33.3 30-45 - 6.0 83.3 16.7 chopped speed 2 kale; Carrot Frozen 6 66.7 33.3 30-40 - 7.0 90.9 9.1 sliced speed 2 carrots; Green pea Frozen 6 62.5 37.5 10 - 6.0 100.0 0.0 sweet peas; speed 2 Green bean Frozen cut 8 66.7 33.3 15-20 - 6.0 83.3 16.7 green beans; speed 2 Orange bell Raw orange 80.0 20.0 10-15 - 100.0 0.0 pepper bell pepper; speed 2 Cucumber Raw English 80.0 20.0 20-30 - 100.0 0.0 cucumber; speed 2 Basil Fresh basil 91.2 8.8 10 - 100.0 0.0 leaves; speed 2 Butternut Raw 66.7 33.3 30 - 6.0 100.0 0.0 squash butternut speed 3 squash; Beef Beef and 100.0 0.0 gravy baby food; Oat Oat flour; 25.0 75.0 100.0 0.0 Cilantro Fresh 87.6 12.4 20 - cilantro speed 2 leaves; Bacon Bacon flavor, Mushroom Whole white 50.0 50.0 5-10 - 100.0 0.0 mushrooms pulse Thyme Fresh thyme 98.5 1.5 20 - 100.0 0.0 leaves; speed 2 Black bean Canned fat- 100.0 0.0 free refried black beans; Garlic Garlic flavor Dill Fresh dill 93.2 6.8 5 - leaves speed 2

TABLE-US-00003 TABLE 3 Detailed gummy flavor formulations. Juices and Purees were formulated as per Table 2 Syrup Final Syrup Post-cooking Syrup details (% w/w) Post-cooking additions (% w/w) Gummy Liquid Cook Temp flavor Light corn Syrup 50% citric Flavor Color Group Flavor Type ( C.) addition Gelatin Sucrose syrup liquid acid addition addition Vegetable Broccoli Juice 105.0 Puree 6.0 31.7 32.9 20.6 0.8 7.9 <0.1 Kale Juice 105.0 Puree 6.0 31.7 32.9 20.6 0.8 7.9 <0.1 Carrot Juice 105.0 Puree 6.0 31.7 32.9 20.6 0.8 7.9 <0.1 Green Juice 105.0 Puree 6.0 31.7 32.9 20.6 0.8 7.9 <0.1 pea Green Juice 105.0 Puree 6.0 31.7 32.9 20.6 0.8 7.9 <0.1 bean Orange Juice 105.0 Puree 6.0 31.7 32.9 20.6 0.8 7.9 <0.1 bell pepper Cucumber Juice 105.0 Puree 6.0 31.7 32.9 20.6 0.8 7.9 <0.1 Basil Juice 104.5 Puree 6.3 33.5 34.8 21.8 0.8 2.8 <0.1 Butternut Juice 105.0 Puree 6.0 31.7 32.9 20.6 0.8 7.9 <0.1 squash Control Beef Water 105.0 Puree 6.0 31.7 32.9 20.6 0.8 7.9 <0.1 Oat Water 105.0 Puree 6.0 31.7 32.9 20.6 0.8 7.9 <0.1 Cilantro Juice 103.7 None 6.5 34.5 35.8 22.4 0.9 NA <0.1 Bacon Water 103.7 Flavor 6.4 34.4 35.7 22.4 0.9 0.3 <0.1 Mushroom Water 105.0 Puree 6.1 32.6 33.8 21.2 0.8 5.5 <0.1 Thyme Juice 103.7 None 6.5 34.5 35.8 22.4 0.9 NA <0.1 Black Water 105.0 Puree 6.0 31.7 32.9 20.6 0.8 7.9 <0.1 bean Garlic Water 103.7 Flavor 6.5 34.4 35.7 22.4 0.9 0.1 <0.1 Dill Juice 105.0 None 6.5 34.5 35.8 22.4 0.9 NA <0.1 *Target vegetables--flavors exposed daily in gameplay for the Vegetable Intervention Group

[0076] Once all ingredients were incorporated, the gummy syrup was poured into silicone molds of varying shapes and sizes (approximately 1-3 mL capacities), allowed to cool at room temperature for 30 minutes, and refrigerated at 4 C. overnight. The gummies were removed from silicone molds and coated with mineral oil. The gummies were formulated to be safe to store at room temperature, with a water activity below 0.85 and pH below 4.5. Values below these two key setpoints for water activity and pH result in limited ability for molds, yeasts, and pathogens to grow in foods. However, to limit the loss of fresh flavor, gummies were frozen after they were made in vacuum-sealed packages until gameplay.

3] Remote Gameplay (Days 2-7, 9-14)

[0077] Participants were provided with 6 levels (in separate packages) of the gummy flavor game (see FIG. 2 below for an example) to play per week. Participants were asked to play the game once daily at least 5 times over the 6 days between sensory visits 1 and 2. Similarly, participants were provided with 6 more levels at sensory visit 2 to play between sensory visits 2 and 3. Each package contained a different combination of flavored and colored gummy candies, which provided a range of difficulty levels for the game. A label on each package denoted the level number of the package and displayed a QR code/link to a Qualtrics (Provo, UT, USA) survey that walked participants through gameplay. The survey also doubled as a way for researchers to track participant progress in the game and monitor compliance.

[0078] The gameplay survey linked on each game level package asked about the flavors of the gummy candies with different question formats to provide variety and target flavor familiarization, flavor recognition, and flavor identification. An opening screen for the game asked participants to rate their current hunger level on a 100-pt visual analog scale ranging from none to extremely. Each level-package contained 6 gummies, but the gummies were differently flavored, shaped, and colored to alter the difficulty level. This meant that the overall added sugar and calories from gummy consumption varied throughout the gameplay period, ranging from 6 g to 15 g added sugar and 30 kcals to 75 kcals per day. Gameplay during days 2-7 of the game used easy, color-congruent levels, where gummy colors matched their respective flavor (e.g., a light green broccoli gummy). Gameplay during days 9-14 of the game used difficult, color-incongruent levels, where gummy colors did not match their respective flavor (e.g., a blue broccoli gummy). Each week of gameplay contained questions with either two or four answer options, which varied the question difficulty and the probability of getting a question right without knowing the answer (50% change for two answer options, 25% chance for four answer options). Table 4 displays a summary of the question types across the intervention.

[0079] For gameplay in the vegetable group specifically, two different questions in each game level package were related to the targeted vegetable flavors (broccoli and kale), with the remaining questions in each level (between one and four depending on game phase day) related to the other vegetable flavors listed in Table 3. The control group gameplay did not have any questions related to vegetable flavors.

TABLE-US-00004 TABLE 4 Description of game questions Game Phase Day Congruency Chance Details 2 Congruent 0.5 Select identity from a list of 2 options; color congruent with food item 3 Congruent 0.5 Select identity from a list of 2 options; color congruent with food item 4 Congruent 0.5 Eat two different shapes in different colors; identify which was specific flavor; color congruent with food item 5 Congruent 0.5 Eat two different shapes in same color; identify which was specific flavor; color congruent with food item 6 Congruent 0.25 Select identity from a list of 4 options; color congruent with food item 7 Congruent 0.25 Select identity from a list of 4 options; color congruent with food item 9 Incongruent 0.5 Eat two different shapes in different colors; identify which was specific flavor; color masked but different within pair 10 Incongruent 0.25 Select identity from a list of 4 options; color masked 11 Incongruent 0.5 Eat two different shapes in different colors; identify which was specific flavor; color masked but different within pair 12 Incongruent 0.25 Select identity from a list of 4 options; color masked 13 Incongurent 0.5 Eat two different shapes in same colors; identify which was specific flavor; color masked and the same within pairs 14 Incongruent 0.25 Select identity from a list of 4 options; color masked and the same (black) for all gummies

E] Statistical Analysis

Sensory data from this study were analyzed with linear mixed models using the MIXED procedure in SAS 9.4 (Cary, NC, USA). While our primary outcome was vegetable liking across the timepoints of the intervention, baseline liking for the vegetables and game performance was assessed.
First, a mixed model analysis was run with data from all of the chopped vegetable samples combined for just the first sensory visit to determine differences in initial liking among samples. The model statement was:

Liking=Group VegetableName Group*VegetableName

Group refers to whether the participant was in the vegetable or control intervention group, and vegetableName refers to the type of chopped vegetable. This model included participant as a repeated factor, Kenward-Roger approximation for degrees of freedom, and compound symmetry covariance structure.

[0080] Next, how well people performed in the game was assessed by counting the number of correct responses across vegetables/controls, specifically focusing on our target vegetables vs. other vegetables vs. the control group questions. Additionally, counted the correct responses by whether the question was from week 1, when colors were congruent with expected vegetable color, and week 2, when the colors were incongruent. Counts were also separated based on whether the question had a 0.5 or 0.25 chance of getting the question correct by guessing. These counts were designed as a quick look to see how people were performing in the game. Binomial tests were run on the counts to determine if participants were performing better than chance within each of these categories.

[0081] The primary outcome of interest was liking/disliking ratings of the vegetable samples across the game phase, with bitterness and sweetness intensity ratings as additional outcomes of interest. Analyses were run separately for each vegetable sample. Model statements for analysis of sensory data were as follows:

Sensory attribute=SensoryVisit Group SensoryVisit*Group

SensoryVisit refers to the sensory evaluation visit during the game phase (sensory visit 1, 2, or 3), Group is as described above, and SensoryVisit*Group tests the interaction of the two, or how each group performed over the course of the game phase.

[0082] As this trial was intended to be a pilot feasibility study, the model was limited to just the main intervention effects to avoid over-parameterizing the model. Distributions of residuals during the initial model-fitting process showed non-normality for sweetness intensity, and thus a square root transformation was applied. For each model, the participant was included as a repeated factor, Kenward-Roger approximation was used for degrees of freedom, and compound symmetry was used as the covariance structure. Contrast statements were applied based on a priori comparisons of interest to assess relevant effects within the SensoryVisit*Group interaction term. These included within-group comparisons between each sensory visit and between-group comparisons within each visit.

[0083] Figures with box plots were created using OriginPro 2022 (Northhampton, MA, USA). Box plots display non-transformed data for easier interpretation, but p-values in the sweetness intensity figures are from the analysis with transformed data. Visualizations are included for both chopped and pureed vegetable samples in the results section below. All boxplots show a horizontal line for the median, boxes from 25-75%, and error bars from 5-95%.

Results

1. Initial Liking Ratings

[0084] At the beginning of the game (sensory visit 1), there were no differences in liking ratings between the vegetable and control groups for any chopped vegetable (see FIGS. 5A-5B; p-values for group comparisons: kale p=0.96, spinach p=0.63, broccoli p=0.60, asparagus p=0.28). There was, however, a trend toward higher liking in the control group compared to the vegetable group for chopped asparagus at visit 1 (p=0.095). Combining all participants ratings at visit 1, there were overall differences in the magnitude of liking across chopped vegetables (see FIG. 3). Leafy green vegetables were generally liked less than non-leafy green vegetables, with chopped kale (target) rated lower than both chopped broccoli (target) and chopped asparagus (non-target) and chopped spinach (non-target) rated lower than chopped broccoli. There were no differences in liking between chopped kale and chopped spinach or chopped broccoli and chopped asparagus, respectively.

2. Game Performance

[0085] Participant performance across the game is displayed in FIG. 4 The stacked bars was grouped by question flavor type (broccoli, kale, other vegetable, control), whether the color and flavor were congruent (color matched flavor) or incongruent (color did not match flavor), and the probability of getting the question right by chance (0.5 for two answer options, 0.25 for four answer options). The x-axis denotes the overall percent of questions answered correctly, while the numbers within each colored bar denote the count of the number of questions answered correctly or incorrectly. As shown in FIG. 4, all question types demonstrated an average performance of greater than 50% regardless of flavor or difficulty. Considering questions individually, each grouping performs better than chance (as determined by a binomial probability test; p<0.0001), indicating that at least some participants in both groups were able to correctly identify the gummy flavors while playing the game.

3. Game Phase Liking Ratings

[0086] Liking ratings for all vegetable samples evaluated at the sensory visits are shown in FIG. 5A and FIG. 5B.

a) Leafy Green Vegetables

The vegetable group of participants displayed improvements (or trends for improvements) in liking ratings for chopped leafy green vegetables over the course of the game. Liking ratings for kale, the target leafy green vegetable, increased over the course of the intervention, with increased liking ratings at sensory visits 2 and 3 compared to visit 1. For spinach, the non-target leafy green vegetable, liking ratings tended to be higher at visit 3 compared to both visit 1 and visit 2. The control group's liking ratings did not increase for these vegetables.
The pureed leafy green vegetables did not increase in liking across the game. For the control group, pureed kale actually decreased in liking with liking ratings at visits 2 and 3 significantly lower than visit 1.

b) Non-Leafy Green Vegetables

The only changes in liking for the chopped non-leafy green vegetables were observed in asparagus, the non-target sample. In the vegetable group, liking increased from sensory visit 1 to visit 2 but decreased between visit 2 and visit 3. There were no significant differences in liking ratings for pureed non-leafy green vegetables across the Game phase.

4. Game Phase Bitterness Ratings

[0087] Bitterness ratings for all vegetable samples evaluated at the Sensory Visits are shown in FIG. 6A and FIG. 6B.

a) Leafy Green Vegetables

There were no significant changes in the bitterness of the chopped target leafy green vegetable kale across the game phase, but there were changes in the non-target leafy green vegetable spinach. Spinach bitterness decreased in the vegetable group at visit 3 compared to visits 1 and 2, and in the control group at visit 3 compared to visit 2. There were no differences in bitterness ratings for the pureed versions of either leafy green sample.

b) Non-Leafy Green Vegetables

There were quite a few differences in bitterness ratings for the non-leafy green vegetable samples. For broccoli, the target vegetable, bitterness increased from visit 1 to visit 2 in the vegetable group only. For asparagus, the non-target sample, bitterness increased from visit 1 to visit 2 in the control group only, with trends for bitterness to be higher at visit 2 than either visit 1 or visit 3 in the vegetable group. There was also a group effect at visit 1, with higher bitterness ratings in the vegetable group compared to the control group (p=0.037), and a trend for an overall group effect of higher bitterness from the vegetable group compared to the control group regardless of visit number (p=0.078). For pureed non-leafy green samples, only asparagus showed a trend for a group effect, with a trend for higher bitterness in the vegetable group compared to the control group at visit 1.

5. Game Phase Sweetness Ratings

[0088] Sweetness ratings for all vegetable samples evaluated at the sensory visits are shown in FIG. 7A and FIG. 7B.

a) Leafy Green Vegetables

Sweetness ratings for leafy green vegetables displayed the fewest overall differences across the game phase, for example, in the chopped samples, kale (target vegetable) sweetness ratings increased from visit 1 to visit 2 in the vegetable group, whereas for spinach (non-target vegetable) sweetness ratings were higher at visit 3 compared to either visit 1 or visit 2. Thus, the sweetness ratings of spinach increased from visit 1 to visit 3 in the vegetable group.

b) Non-Leafy Green Vegetables

There were no significant differences in sweetness ratings of the chopped non-leafy green samples across the intervention for either the target (broccoli) or non-target (asparagus) vegetables. Pureed asparagus tended to decrease in sweetness from visit 2 to visit 3 in the control group only.

[0089] Thus, the above findings indicate that repeated vegetable flavor exposure through playing a game increased the liking of vegetables, particularly for vegetables that were initially disliked (kale and spinach). Overall, both groups of participants were able to play successfully the game, identifying flavors at better-than-chance proportions across the range of question types. For participants in the vegetable group, liking increased in the target leafy green vegetable, such as chopped kale, and tended to increase in the non-target leafy green vegetable, such as chopped spinach, over the game phase. Notably, both these vegetables were more disliked at the first visit. For participants in the control group (provided with gummies without vegetables and with unpleasant flavors), no changes in liking were observed for any chopped vegetable. Pureed vegetable samples displayed fewer changes in liking than chopped vegetable samples, with the only significant changes due to decreases across the game phase in the control group.

[0090] As used herein, the following terms and phrases shall have the meanings set forth below. Unless defined otherwise, all technical and scientific terms used herein have the same meaning as commonly understood to one of ordinary skill in the art.

[0091] The term about can allow for a degree of variability in a value or range, for example, within 10%, within 5%, or within 1% of a stated value or of a stated limit of a range.

[0092] The term substantially can allow for a degree of variability in a value or range, for example, within 90%, within 95%, or within 99% of a stated value or of a stated limit of a range.

[0093] The terms a, an, or the are used to include one or more than one unless the context clearly dictates otherwise. The term or is used to refer to a nonexclusive or unless otherwise indicated. In addition, the phraseology or terminology employed herein, and not otherwise defined, is for the purpose of description only and not of limitation. Any use of section headings is intended to aid reading of the document and is not to be interpreted as limiting. Further, information that is relevant to a section heading may occur within or outside of that particular section. The terms including and having are defined as comprising (i.e., open language).

[0094] Those skilled in the art will recognize that numerous modifications can be made to the specific implementations described above. The implementations should not be limited to the particular limitations described. Other implementations may be possible.

[0095] It is intended that the scope of the present methods and apparatuses be defined by the following claims. However, it must be understood that this disclosure may be practiced otherwise than is specifically explained and illustrated without departing from its spirit or scope. It should be understood by those skilled in the art that various alternatives to the embodiments described herein may be employed in practicing the claims without departing from the spirit and scope as defined in the following claims.