食品添加物影片教學對化學恐懼與消費意願之影響

Abstract

本研究的目的為探討透過傳授化學、食品添加物與毒理學知識後，能否改善一般民眾對化學物質與食品添加物的害怕及擔憂，並將這些知識應用於日常生活中。本研究針對非食品科學相關專業的大學生，分析影片教學對消費意願、利益感知、食品添加物相關知識與化學恐懼的影響。研究採用單組前後測設計，並在一個月後進行延宕測。研究結果分別以量化方式來分析「消費意願問卷」、「知識問卷」與「化學恐懼問卷」的結果，其中「消費意願問卷」、「利益感知問卷」與「知識問卷」則再以質性編碼分析其訪談內容，以觀察受試者在前測、後測與延宕測三個測驗階段的變化情形及理由。本研究共招募32名受試者，來自全台11所國立及私立大學。根據本研究的研究問題，經過影片教學的研究結果如下：（一）對含食品添加物食品的消費意願因知識的影響而顯著提升，對標榜純天然或綠色等字眼食品的消費意願雖然顯著降低，但受試者的考量與知識較無關聯；（二）對食品添加物的利益感知明顯提升；（三）受試者部分知識有所進步，但也有部分知識難以進步；（四）受試者的化學恐懼顯著降低。其中，有部分想法在經過影片教學後有所改善並得以維持，例如：有關化學變化的理解、對食品添加物與其功能的誤解，以及有關「天然」、「化學物質」與「毒性」之間的關係等。此外，也有發現部分想法雖然有所改善，但難以維持至延宕測，例如：認為化學物質會因為來源（人工製造或天然產生）的不同而在化學結構上有差異、人工合成化學物質的致癌性較強、以及認為化學物質是致癌的主因等。研究也發現有些想法在經過教學後仍難以改善，例如：即使食品中食品添加物的劑量微小但受試者仍擔心其有可能過量的風險、認為食品添加物的功能被誇大、以及受試者認為食品添加物對消費者的好處比自己高等。總結來說，影片教學介入有助於提升受試者食品添加物相關知識、食品添加物食品的消費意願與對食品添加物的利益感知。然而，對化學恐懼的影響僅限於短期效果，對天然食品消費意願的影響則較有限。The purpose of this study is to explore whether teaching knowledge of chemistry, food additives, and the principle of toxicology can reduce the fear and concerns of the general public regarding chemicals and food additives, and whether this knowledge can be applied in daily life. Specifically, this study investigated the impact of video-based instruction on consumption behavioral intention, benefit perception, knowledge related to food additives, and chemophobia of university students not majoring in food science. A single-group pre-test and post-test design was employed, with a delayed post-test conducted one month later. The scores obtained from"Consumption Behavioral Intention Questionnaire," "Knowledge Questionnaire," and "Chemophobia Questionnaire" were analyzed quantitibely. Additionally, qualitative coding analysis was conducted on the interview content related to the "Consumption Behavioral Intention Questionnaire," "Benefit Perception Questionnaire," and "Knowledge Questionnaire" for reasons of changes across the pre-test, post-test, and delayed post-test phases. A total of 32 participants from 11 national and private universities across Taiwan were recruited for this study.According to the research questions, the impacts of the video-based instruction are as follows: (1) There was a significant increase in consumption behavioral intention for foods containing food additives due to the influence of knowledge, and although there was a significant decrease in consumption behavioral intention for foods labeled as"purely natural" or "green," this consideration was unrelated to participants' knowledge; (2) There was a significant increase in benefit perception of food additives; (3) Some participants showed improvement in knowledge, but some knowledge areas were difficult to change; (4) There was a significant decrease in participants' chemophobia. Some ideas were improved and maintained after the video instruction, such as: misconceptions about chemical changes, misunderstandings regarding food additivesand their functions, and the relationship between"natural," "chemicals," and "toxicity." However, some ideas, although improved, were difficult to maintain until the delayed post-test, such as the belief that chemical structures differ based on whether they are artificially made or naturally existing, the perception that synthetic chemicals are more carcinogenic, and the belief that chemicals are the primary cause of cancer. This study also found that some ideas were still difficult to change after instruction, such as concerns about the riskof overdose even when food additives are present in small amounts in foods, the belief that the functions of food additives are exaggerated, and the perception that the benefits of food additives are greater for consumers than for oneself.In summary, the video-based instruction enhanced participants' knowledge of food additives, their consumption behavioral intention for foods containing food additives, and their benefit perception of food additives. However, the impact on chemophobia was limited to short-term effects, and the influence on consumption behavioral intention for natural foods was relatively limited.