College years are a time of risk for weight gain and for establishing food-choice patterns (1, 2). Nutrition labels, which contain information needed to follow Dietary Guidelines for Americans, could be important information sources for college students as they begin to choose foods independently. Although some students report using nutrition labels for health reasons, weight control, or to find specific nutrition information (3, 4), many report they do not use labels. A large-scale study showed that 55% of students reported that they had never read, heard of, or been taught information about how to use food labels (5). Underutilization of labels is also due to lack of exposure and understanding (5–7).

A range of approaches has been used to encourage college students to use nutrition labels. One approach involves providing point-of-purchase labels in places, such as dining halls, convenience stores, and campus vending machines, to help students (8–11). Although labeling draws attention to the nutrition information, some students may not understand how to use the information to choose foods. Another approach involves mobile applications (apps) that interpret nutrition information. For example, traffic-light labeling systems may use green for to-be-encouraged foods, such as those low in sugars, and red for to-be-discouraged foods, such as those high in saturated fat (12–14) when the individual scans the label (e.g., at a grocery store). However, relatively less attention has been paid to teaching students to read nutrition labels, an approach that attempts to place the “know-how” in the student, rather than rely on an app. Some work in this area has shown that label-reading training can be effective using a brief video and pocket card (15) as well as a web-based tool that develops label-reading skills through focused practice (16).

The Information-Processing (IPR) framework argues that ability and motivation interact and evolve with practice and skill development (17). Thus, training that includes practice reading nutrition labels may promote motivation surrounding food-choice skills. Although past research has shown positive associations among food-choice skills and motivational factors, such as attitudes and beliefs (3, 5, 18–22), it is less clear if the acquisition of new label-reading skills increases motivation. Empowerment, a form of motivation, refers to perceptions of enhanced capacity to make informed decisions and actions affecting one’s health (23–25). Empowerment can result from teaching individuals with chronic conditions how to perform self-care tasks (26) and parents of young children how to make healthful choices for their family (27, 28).

In the present study, pre–post changes in food-choice empowerment were examined as a result of label-reading training using a web-based tool that provides intense, focused practice (16). As in past research, the training occurred in a single session (15, 16). Students’ usability perceptions of the web-based training were assessed to gain information about users’ impressions of the new nutrition label training approach. An investigation of empowerment resulting from a web-based training tool is needed to understand better the power of skill acquisition on feelings of empowerment. The work could also inform research on ways to increase participant engagement in eHealth and mHealth interventions (29, 30).

Self-reported food label use was assessed to determine whether students’ prior experience affected training outcomes. The question, “How often do you use food labels to make choices regarding healthful foods to buy, especially when purchasing the food for the first time?” (31) was used and responses were made by positioning a marker on a continuous sliding scale from 0 (never) to 100 (always).

Results from the present study show that college students’ feelings of empowerment increased with label-reading skills and were associated with self-reported food label use. Gains in label-reading skills may foster feelings of motivation, competence, and willingness to take control of healthful food-choice behaviors. The notion that nutrition knowledge, motivation, and label use are interrelated is not new (3, 5, 18–20, 22, 35), and both knowledge and motivation have been shown to support nutrition label use (21). Moreover, past research also has shown that empowerment can result from teaching individuals with chronic conditions how to perform self-care behaviors (26) and teaching parents of young children how to make healthful choices for their family (27, 28). Findings from the present study add to these areas of research by indicating that empowerment can result from developing nutrition label-reading skills among college students. The web-based platform has wide-reach potential and provides easy access for college students, so could offer an important leverage point to improve nutrition knowledge, skills, and empowerment at a time when young adults are beginning to make autonomous dietary choices.

Findings from the present study demonstrate that nutrition label-reading training, over the course of a single session, increases accuracy in food label comparisons and feelings of empowerment surrounding healthful food choice. The implication is that individuals benefit from gaining new skills in ways that extend beyond the skill itself. A diet app that provides answers to healthfulness of various foods can be a simple way to address a specific point-of-purchase decision. However, learning a skill enables the individual to select more nutritious food choices without reliance on an app and increases empowerment, operationalized as perceptions of ability and willingness to use these skills and seek healthier foods. The added benefit of increased empowerment is especially important for training with high-tech approaches, as prior research has noted low engagement as an issue in electronic-based training and interventions (29, 30). With increased empowerment to make healthful choices, individuals may be more likely to engage with training and continue to improve skills. Because of the web-based platform, the tool has potential for wide reach as a stand-alone tool or to supplement personalized nutrition coaching by reinforcing concepts, facilitating discussion, and providing support for grocery shopping and other food-choice skills (e.g., meal planning, budgeting, and cooking).

The study was carried out in accordance with the recommendations of Association for the Accreditation of Human Research Protection Programs, Inc. (AAHRPP) with written informed consent from all subjects. All subjects gave written informed consent in accordance with the Declaration of Helsinki. The protocol was approved by the university’s Institutional Review Board (697420).

LM was responsible for conceptualizing the project, study design, data collection, data analysis, interpretation of finding, and drafting and revising the manuscript. CS assisted with interpretation of findings as well as writing and revising the manuscript. LB helped conceptualize the project, interpret finding, and edit the manuscript. MW conducted statistical analyses and wrote and revised sections of the manuscript. JB aided with the production of the tutorial and assisted with interpretation of findings. TG assisted with study design, data collection, and drafting parts of the manuscript.

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.