| Literature DB >> 24505310 |
Kirsten E Bevelander1, Kirsikka Kaipainen2, Robert Swain3, Simone Dohle4, Josh C Bongard3, Paul D H Hines3, Brian Wansink5.
Abstract
Effective and simple screening tools are needed to detect behaviors that are established early in life and have a significant influence on weight gain later in life. Crowdsourcing could be a novel and potentially useful tool to assess childhood predictors of adult obesity. This exploratory study examined whether crowdsourcing could generate well-documented predictors in obesity research and, moreover, whether new directions for future research could be uncovered. Participants were recruited through social media to a question-generation website, on which they answered questions and were able to pose new questions that they thought could predict obesity. During the two weeks of data collection, 532 participants (62% female; age = 26.5±6.7; BMI = 29.0±7.0) registered on the website and suggested a total of 56 unique questions. Nineteen of these questions correlated with body mass index (BMI) and covered several themes identified by prior research, such as parenting styles and healthy lifestyle. More importantly, participants were able to identify potential determinants that were related to a lower BMI, but have not been the subject of extensive research, such as parents packing their children's lunch to school or talking to them about nutrition. The findings indicate that crowdsourcing can reproduce already existing hypotheses and also generate ideas that are less well documented. The crowdsourced predictors discovered in this study emphasize the importance of family interventions to fight obesity. The questions generated by participants also suggest new ways to express known predictors.Entities:
Mesh:
Year: 2014 PMID: 24505310 PMCID: PMC3914836 DOI: 10.1371/journal.pone.0087756
Source DB: PubMed Journal: PLoS One ISSN: 1932-6203 Impact factor: 3.240
Figure 1Flow chart of a user's interaction with the crowdsourcing website.
Figure 2Screenshot showing the landing page of the crowdsourcing website.
Figure 3Screenshot showing a question page on the crowdsourcing website.
Figure 4Screenshot showing the new question submittal page on the crowdsourcing website.
Participant characteristics.
| All | Underweight(BMI <18.5) | Normal weight (BMI 18.5–25) | Overweight (BMI 25–30) | Obese (BMI >30) | |
| n | 532 | 9 | 169 | 155 | 199 |
| BMI, mean (SD) | 29.0 (7.02) | 17.4 (0.76) | 22.5 (1.71) | 27.4 (1.44) | 36.2 (5.63) |
| Age, mean (SD) | 26.5 (6.71) | 22.9 (4.78) | 25.3 (6.22) | 25.9 (6.16) | 28.3 (7.22) |
| Female | 62% | 89% | 69% | 65% | 53% |
| Birth country | |||||
| United States | 73% | 78% | 68% | 76% | 75% |
| Canada | 9% | 11% | 10% | 8% | 9% |
| United Kingdom | 4% | 0% | 4% | 3% | 4% |
| Australia | 3% | 0% | 2% | 4% | 4% |
| Other | 12% | 11% | 17% | 9% | 9% |
Questions with highest correlations with BMI.
| # | Question | Correlation | P value |
| q53 | When you were a child, did someone consistently pack a lunch for you to take to school? | –.345 | <.001 |
| q34 | When you were a child...did your family primarily prepare meals using fresh ingredients? | –.316 | <.001 |
| q59 | When you were a child...did your parents talk about nutrition? | –.309 | .001 |
| q19 | When you were a child... How many times per week did you bring your lunch to school? | –.234 | .012 |
| q17 | When you were a child did you engage in regular outdoor activity, like hiking or biking, with your family? | –.230 | .008 |
| q39 | When you were a child, was the food used as a punishment in any ways? | .219 | .021 |
| q4 | When you were a child, were your parents obese? | .218 | <.001 |
| q54 | When you were a child...was your maternal grandmother obese | .208 | .032 |
| q41 | When you were a child...were your grandparents overweight? | .198 | .036 |
| q18 | When you were a child...How much sleep did you get on an average school weekday? | –.172 | .034 |
| q5 | When you were a child, did you live in poverty? | .171 | <.001 |
| q12 | When you were a child, did you drink juice or soda more often than water? | .166 | .001 |
| q7 | When you were a child, did your parents restrict your food intake? | .155 | .002 |
| q6 | When you were a child, were you rewarded with food? | .141 | .005 |
| q13 | When you were a child, did you prepare your own meals more often than your parents did for you? | .130 | .012 |
| q1 | When I was a child, I was bullied. | .128 | .009 |
| q43 | When you were a child...Did you have many friends? | –.168 | .070 |
| q47 | When you were a child... at what age was your first tooth filling? | .179 | .081 |
| q25 | When you were a child... did your household serve reduced-fat alternatives to traditional foods (e.g. skim milk instead of whole, egg beaters instead of whole eggs, etc.)? | .161 | .091 |
What crowd-suggested childhood markers for adult BMI are significant?1
| Category | Subcategory | Significant | Non-significant |
|
|
|
| Being taught how to cook (q36) |
|
| (+) Food used as reward (q6) | Parents encouraging to clean the plate (q37) | |
| (+) Food used as a punishment (q39) | Parents prohibiting certain foods (e.g., sweets, sodas) (q45) | ||
| (+) Parents restricting food intake (q7) | Parents allowing to eat whatever you wanted (q40) | ||
|
| Parents frequently asking what you were eating (q31) | ||
|
| Sugary foods being special treat rather than in regular diet (q46) | ||
|
| |||
|
| (+) Household serving reduced-fat alternatives to traditional foods (q25) | Mother being constantly on a diet (q21) | |
| Amount of exercise parents a week (q38) | |||
| Weight/body image being a topic of conversation or concern to the adults in your life (q26) | |||
|
| (+) Living in poverty (q5) | Being raised by a single mother (q24) | |
| Parents divorcing (q44) | |||
| Parents having a good healthy relationship (q11) | |||
| Usually eating together with family (q30) | |||
|
|
| Frequency of being left alone for longer than an hour (q20) | |
|
| Experiencing event causing emotional trauma (q28) | ||
| Facing identity issues which affected you psychologically (q58) | |||
|
|
|
| Eating sweetened cereal (q27) |
|
| Eating candy (q16) | ||
| (+) Household serving reduced-fat alternatives to traditional foods (q25) | Drinking skim milk more often than whole milk (q23) | ||
| Eating between meals (q15) | |||
| Eating late at night (q10) | |||
| Eating home-cooked meals (q29) | |||
| Eating at fast food restaurants (q3) | |||
| Eating at non-fast-food restaurants (q8) | |||
| Family growing their own food (q52) | |||
|
| (–) Engaging in regular outdoor activity with family (q17) | Hours per week playing outdoors (q42) | |
| Being involved in any competitive sports (q9) | |||
| Catch and other active/outdoor games being your favorite (q33) | |||
| Spending more time playing outdoors than indoors (q51) | |||
| Owning a bike (q2) | |||
|
| (–) Hours of sleep on an average school weekday (q18) | ||
|
| Watching TV while eating dinner (q50) | ||
| Having a meal while watching television (q56) | |||
|
|
| ||
|
| Fast food restaurant within walking distance/a short bike ride (q49) | ||
| Raised on a coast of the United States (q35) | |||
|
| (+) Parents obese (q4) | Having any metabolic disorders (q55) | |
|
| Birth weight (q32) | ||
| (+) Grandparents overweight (q41) |
For the list of all original questions and their correlations with BMI, see Appendix S1.
New dimensions for (existing) constructs or operationalizations of potential predictors of obesity.
Correlates for Five New Interesting Predictors.
| Someone packing a lunch for you to school (q53) | Family preparing meals using fresh ingredients (q34) | Parents talking about nutrition (q59) | Preparing own meals more often than parents did (q13) | Being bullied (q1) | ||
|
| ||||||
| q53 | Someone packing a lunch for you to take to school | 1.000 | .223 | .343** | –.235 | –.095 |
| q59 | Parents talking about nutrition | .343** | .338** | 1.000 | –.162 | –.133 |
| q13 | Preparing own meals more often than parents did | –.235 | –.345** | –.162 | 1.000 | .101 |
| q7 | Parents restricted your food intake | .060 | –.087 | .296** | .036 | .038 |
| q39 | Food used as a punishment in any ways | –.104 | –.090 | .187 | .232 | –.013 |
| q6 | Rewarded with food | .027 | –.113 | –.082 | .027 | .087 |
| q5 | Living in poverty | –.086 | –.139 | –.126 | .185** | .217** |
|
| ||||||
| q43 | Having many friends | .249 | .415** | .127 | –.343** | –.345** |
| q1 | Being bullied | –.095 | –.012 | –.133 | .101 | 1.000 |
|
| ||||||
| q17 | Engaging in regular outdoor activity with family | .394** | .276** | .292** | –.278** | –.299** |
| q18 | Sleep on an average school weekday | .231 | .234 | .254 | .019 | .010 |
| q12 | Drank juice or soda more often than water | –.303** | –.323** | –.414** | .089 | .165** |
| q25 | Household served reduced-fat alternatives to traditional foods (e.g. skim milk instead of whole, egg beaters instead of whole eggs, etc.) | .065 | –.017 | .086 | –.023 | –.092 |
| q19 | Times per week bringing lunch to school | .763** | .249 | .361** | –.256 | –.167 |
| q34 | Family preparing meals using fresh ingredients | .223 | 1.000 | .338** | –.345** | –.012 |
|
| ||||||
| q4 | Parents obese | –.031 | –.347** | –.118 | .096 | .174** |
| q41 | Grandparents overweight | –.039 | –.162 | –.234 | .044 | .117 |
| q54 | Maternal grandmother obese | –.115 | –.177 | –.139 | .122 | .130 |
p <.05, ** p <.01, *** p <.001.
Leveraging Crowdsourcing for Research Insights.
| Step | Considerations and relevant research | |
| Define the purpose of research | Define the outcome variable of interest | Success will depend on the ease with which participants can obtain accurate data for the outcome |
| Determine the level of crowd participation | Contributory: provide data to researchers | |
| Collaboratory: assist in study development, data collection, and analysis | ||
| Co-created: develop a study and get input from researchers | ||
| Data collection | Observational, surveillance, or recall data among general population or specific target groups such as disease populations | |
| Screening certain behaviors among certain target groups | ||
| Analysis and classification of existing data | Crowd participation can enable handling huge datasets. | |
| Innovation | Generating new hypotheses | |
| Creative solutions to problems | ||
| Creating content for interventions. | ||
| Health education/Information sharing for collective benefit | Engaging the crowd to share ideas and support each other | |
| Determine the target group | Specific group or general public | General public can reliably perform simple tasks that everyone has some knowledge about. |
| Knowledge-intensive tasks may be best accomplished by “nichesourcing”, gathering experts on a specific topic | ||
| Find the target group | Leveraging social media | Keyword approach to find relevant groups in Reddit.com, LinkedIn, Facebook, Quora, disease- or condition-specific networks (for example, |
| Keep in mind that people who are active in social media may be different from those who are less active, for example, in personality traits or need for cognition | ||
| General public, conventional channels | Most people have access to the Internet nowadays. Media coverage with a link to the website may attract a large number of participants (e.g. | |
| Pay participants: Amazon Mechanical Turk | Suitable for well-defined tasks | |
| Develop technology platform | Usability and attractiveness | Necessary and especially crucial with projects that wish to engage participants for a long time and/or get them to return to the website. |
| Build or buy? | Consider cost, development time, and technical proficiency that are required to develop the platform. | |
| Systems built from scratch are more flexible to modify, but require more development time. | ||
| Ready-made platforms make it easier to focus on content, but they allow less freedom to modify the platform and functionality. | ||
| Mobile in addition to/instead of web | Participants can passively share data that their smartphones sense (e.g. location, noise) or actively collect data (e.g. photos, surveys at certain situations, experience sampling) | |
| Attract the crowd | Make it simple, easy to participate, and valuable | Interesting, concise headline with clear, understandable message. |
| Describe what the process will entail, and what the benefits from participating are. | ||
| Allow various levels of participation. Some want to invest a lot of time, others perhaps only a couple of minutes. | ||
| Participation will likely be greater if the site provides clear value (e.g., interesting insight into health outcomes) | ||
| Make it easy to share | Let participants spread the word and make the study viral: Facebook, Twitter, email, repost links. | |
| Media coverage | Investigators can appear on television, radio, magazines, websites, and write in their blogs about the project | |
| Data collection and privacy | Privacy concerns | Certain types of data are more sensitive than others |
| People who are most willing to share their data and insights may be healthier and in better condition | ||
| Compensation | What the crowd will get from participating? | Intrinsic motivation: altruism, advancing science, helping others, new knowledge about the outcome |
| Researchers’ gratitude | ||
| Credit for best performers, reputation | ||
| Feedback for personal contributions | ||
| Money | ||
| Involvement | How to keep participants engaged? | Answer questions and share findings |
| Join conversations, be transparent | ||
| Forum for participants to communicate with each other | ||
| Gamified systems to motivate | CitizenSort ( | |
| Galaxy Zoo ( | ||