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Resumen: Objetivo: Explorar las necesidades, motivos y limitaciones hacia la alimentación saludable y hacia material digital desarrollado, así como identificar pautas para su diseño como estrategia dirigida a familias mexicanas. Diseño: Estudio cualitativo de observación del fenómeno por grupo focal. Emplazamiento: Centro público de educación primaria en la ciudad de Querétaro, México. Participantes: Menores de nueve a 11 años y padres, madres o cuidadores con hijos en centro de educación primaria. Método: Se realizaron 12 sesiones con tres grupos de escolares y dos sesiones con padres, madres o cuidadores siguiendo una guía de entrevista. Durante la sesión se presentaron diversos materiales digitales previamente creados con sustento en la teoría social cognitiva. Las sesiones se videograbaron, previo consentimiento de participantes o de sus tutores y se transcribieron para su análisis. Se realizó una codificación por puntos de análisis y se confirmó la saturación de información. Resultados: Los escolares indicaron motivarse ante el material digital que promueve el juego y experimentación, principalmente en familia. La principal barrera percibida fue la resistencia al cambio por los cuidadores principales. Los padres de familia manifestaron motivación y necesidad de material explicativo sobre enfermedades y sus barreras fueron de tipo económico y de tiempo. Conclusiones: El material digital basado en la teoría social cognitiva diseñado para mejorar la alimentación, puede ser una buena estrategia en el proceso de educación alimentaria si considera las circunstancias que vive la población objetivo. Es recomendable incluir elementos afectivos y conductuales para lograr un aprendizaje significativo en los miembros de los hogares. Abstract: Objective: To explore the needs, motivations, and limitations related to healthy eating and digital materials, as well as to identify patterns for their design as a strategy aimed at Mexican families. Design: A qualitative observational study of the phenomenon through focus group sessions. Location: A public primary education center in the city of Querétaro, Mexico. Participants: Children aged 9 to 11 years and parents, mothers, or caregivers with children in primary education. Method: Twelve sessions were conducted with three groups of students and two sessions with parents, mothers, or caregivers using an interview guide. Various digital materials, developed based on social cognitive theory, were presented during the sessions. The sessions were recorded with the participants’ or their guardians’ prior consent and transcribed for analysis. Coding was performed for key points of analysis, and information saturation was confirmed. Results: Students expressed motivation towards digital material that promotes play and experimentation, especially within the family context. The main perceived barrier was the caregivers’ resistance to change. Parents expressed motivation and a need for explanatory material on diseases, with economic and time-related barriers. Conclusions: Digital material based on social cognitive theory, designed to improve nutrition, can be an effective strategy in nutritional education if it considers the circumstances of the target population. It is advisable to include affective and behavioral elements to achieve meaningful learning within households.

Objective: To explore the needs, motivations, and limitations related to healthy eating and digital materials, as well as to identify patterns for their design as a strategy aimed at Mexican families., Design: A qualitative observational study of the phenomenon through focus group sessions., Location: A public primary education center in the city of Querétaro, Mexico., Participants: Children aged 9 to 11 years and parents, mothers, or caregivers with children in primary education., Method: Twelve sessions were conducted with three groups of students and two sessions with parents, mothers, or caregivers using an interview guide. Various digital materials, developed based on social cognitive theory, were presented during the sessions. The sessions were recorded with the participants' or their guardians' prior consent and transcribed for analysis. Coding was performed for key points of analysis, and information saturation was confirmed., Results: Students expressed motivation towards digital material that promotes play and experimentation, especially within the family context. The main perceived barrier was the caregivers' resistance to change. Parents expressed motivation and a need for explanatory material on diseases, with economic and time-related barriers., Conclusions: Digital material based on social cognitive theory, designed to improve nutrition, can be an effective strategy in nutritional education if it considers the circumstances of the target population. It is advisable to include affective and behavioral elements to achieve meaningful learning within households., (Copyright © 2024 The Authors. Publicado por Elsevier España S.L.U. All rights reserved.)