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Virtual learning objects represent an alternative to face limitations related to access, attention, or motivation that hinder effective learning when teaching healthcare. This study aims to design and validate virtual learning objects as technological tools to promote healthy lifestyles among school students. A quantitative-descriptive methodology is applied with a population sample of 224 students (9 to 11 years old) attending elementary school’s fourth and fifth grades. The “questionnaire for healthy life habits and physical activity” was applied with a Cronbach’s alpha of 0.81 for diagnosis. Results revealed that school students have unhealthy eating habits; 96% drink bottled juices, 65.2% eat fruits once to three times a month, and 40.2% eat pizzas or burgers three to six times a week. Regarding physical activity, 46% never or less than once a month do it with their family, 55.8% practice some kind of activity once to three times a month, and 46.9% spend time on computer or playing videogames rather than doing any physical activity. Based on the diagnosis, three virtual objects related to eating and physical activity were designed according to the stages of the Addie model. The technology and instruction-related design was validated by experts and users (school students). Most content and technical-related criteria and subcriteria obtained scores between 90% and 100% (strongly agree and agree). The study concluded that school students have inappropriate habits related to eating and physical activity.