This research aims to construct parameters for evaluation of virtual learning objects, seeking out interconnection between pedagogical aspects of teaching and learning the characteristics of objects and settings. As part of the construction parameters for evaluation of virtual learning objects this research aims to establish relationships between the learning styles of students compared to virtual learning objects and verify that the instructional preferences may influence the choice of virtual learning objects. The research methodology was qualitative in nature, which seeks through literature review and exploratory about virtual learning objects, learning theories, styles and educational software to answer questions about the quality of a virtual learning object. In our data collection field research was a private university located in the east of the city of São Paulo, where research subjects were students of the fourth and fifth half of the graduation course in mathematics. We also analyzed two learning objects within the parameters established in this research as to content, usability and learning preferences. The results indicate which of the objects was greater in accordance with criteria and classifies objects as learning preferences proposing the use of learning styles as a tool to aid the choice of virtual learning objects.