Abstract
Background: The increasing need for health literacy among children, especially in school environments, underscores the importance of inclusive and engaging methods that foster deeper learning through playful and creative activities. Such approaches not only make health topics more accessible but also reinforce understanding in the classroom, helping students connect with complex subjects. This project leverages innovative technologies to introduce Generation Alpha students to knowledge about diseases and the human body, promoting equitable health education from an early age.
Approach: This extension project, registered at UFES (3048), involved the participation of 42 students aged 9 and 10, enrolled in a public elementary school in the city of Vitória, Espírito Santo, Brazil. The students engaged in two innovative methodologies to promote health literacy: the game 'BioBingo: Health & Tales' and the Augmented Reality (AR) software 'Beyond the Surface.' Before starting the main activities, students attended an interactive presentation on microorganisms, exploring what they are, how they are transmitted, and their role in disease promotion. To reinforce the importance of hygiene practices, students participated in a playful activity using fluorescent paints to simulate the presence of invisible microorganisms. This practical approach highlighted how pathogenic agents can easily spread and the importance of handwashing in preventing contamination. In BioBingo, six common diseases (conjunctivitis, dengue, gastroenteritis, tetanus, COVID-19, and leptospirosis) were introduced through symptoms, vectors, and etiological agents, contextualized in narrative stories that depicted common childhood situations. Divided into thematic teams, such as "Masters of Healing" and "Warriors of Immunization," students competed to identify the diseases. After the tournament, they explored the AR software to deepen their learning on "Microorganisms: The Link between Health & Disease," interacting with dynamic anatomical representations that facilitated the visualization of cells, tissues, and internal organs. A digital self-portrait feature revealed the students' skeletal features, sparking discussions about human equality and anatomical similarities.
Results: The evaluation using the MEEGA+KIDS form showed positive results in relevance (82.7%), aesthetics (78.6%), learnability (71.4%), and potential for social interaction (77%). Additionally, 89% of the students agreed that knowing the body’s interior is essential to understanding its functions, while 84% reported feeling curious and engaged. These results suggest that the combination of AR with gamification not only captures the attention of Generation Alpha but also promotes autonomous and collaborative learning.
Implications: The project demonstrates the strong potential of AR and game-based metodology in creating playful, inclusive, and immersive educational experiences tailored to the needs of Generation Alpha, effectively stimulating curiosity and promoting autonomy in health literacy. By engaging students in hands-on, interactive learning, these methodologies lay a foundation for deeper understanding and long-term retention of health concepts. Future steps involve adapting and expanding this model to include diverse age groups and school environments, making it a flexible, scalable approach for inclusive health and education policies. Ultimately, this model aims to strengthen health literacy and bridge gaps in technology access and knowledge accessibility, addressing inequalities and empowering students to take an active role in their own well-being.