Propuesta de marco de evaluación de apps que promueven hábitos saludables en menores

Abstract

A fact is that mobile devices such as smartphones or tablets have widely permeated all sectors of the population due to their multiple features and functionalities, with a notable increase in the use of apps by minors and young people in recent years. Some of these apps have been designed and developed with the purpose of promoting the acquisition of healthy lifestyle habits in the child and adolescent population, incorporating gamified elements. However, the majority of them have not undergone quality and reliability regulation processes. To the extent that the general population lacks assessment tools and adequate guidance when it comes to locating and selecting a specific health-related app. Even less so for educators and families, as key educational agents, to integrate reliable apps into the classroom with students or use them at home with their children. Therefore, this Doctoral Thesis aims to primarily understand the educational potentials and possibilities of gamified apps focused on promoting and acquiring healthy habits in the child and adolescent population currently available in the market. It also aims to develop an evaluation framework from which different versions of an evaluation instrument for end-users are constructed and validated. Methodologically, the research is of a mixed nature, as quantitative and qualitative data have been collected, analyzed, and correlated in the same study to gain a broader and deeper perspective of the phenomenon. Firstly, in-depth literature reviews were conducted on renowned databases with high scientific and academic impact to identify and extract the dimensions and indicators that have shaped the evaluation framework. Subsequently, for the construction of the initial versions of the instrument, a theoretical validation of the dimensions and indicators considered in the literature review was carried out. Techniques employed included a focus group with specialists in various fields such as education, health, or technology, a semi-structured interview with a research methodology expert, and an expert judgment. Finally, empirical validation of the instrument took place through two pilot tests (one with teachers from different educational centers located in various parts of Spain and another with families residing in Huelva city and province). A non-probabilistic sampling method was deliberately chosen, based on quotas according to the course and age range of the target student, intentionally, conveniently, and voluntarily participating in the evaluation/intervention. The pilot tests involved evaluating two randomly assigned apps with each version of the instrument. After the validation of each version, the results obtained in both pilot tests were compared through statistical analyses, in addition to the evaluations collected in open-ended response items, leading to the preparation of the final version. In conclusion, an integral evaluation framework has been configured, consisting of a general baseline measurement instrument in its two versions, which is robust, reliable, in line with theoretical advances, easy to apply, useful, and effective for assessing the quality of the relevant apps.