Student Responses to Switching to Online Nutritional Interventions During Pandemic in a Latin-American University

Background: Creating positive visions and attitudes in university students through educational interventions is challenging. Gamification-based programs can create an inclusive space where the student and trainer can strengthen learning in a dynamic process, which helps students find a mechanism that facilitates learning, and provides a useful way to comprehend academic content. Aim: The aim of this study was to document the final experience of first-year university students on the adaptability to transition from in-person to online interventions from a program of nutritional and sustainability education through gamification concept theory. Methods: This study reviews the results of the transition to online modality, due to COVID-19, of a nutritional education intervention with first-year university students (n = 85) from 16 countries in the Americas. Results: The findings indicate that most of the students perceived improvement in their eating habits during the confinement period due to the information provided in the different sessions of the educational intervention. Conclusions: Most students would have preferred that the intervention had been in person; however, they did not feel a sudden change due to the transition from face-to-face to online, demonstrating their resilience to the pandemic.