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Abstract

Virtual education has become an essential component of contemporary university education, particularly in relation to student academic achievement. The objective of the study was to analyze the use of virtual learning environments (VLE) in Anthropology students of the National University of the Altiplano Puno during the year 2024. The method was framed within the quantitative approach with a non-experimental design of a descriptive, correlational type. The sample consisted of 82 students out of a total population of 167, using the structured survey as a data collection instrument. The results showed that VLEs have advantages such as limitations in the educational process, identifying aspects such as the quality of digital content (with a correlation of 0.399), and the effectiveness of interaction with teachers (0.339), which showed a moderate positive influence on academic performance. On the other hand, excess time spent on virtual platforms (-0.321) and participation in collaborative activities (-0.258) showed a negative correlation. The statistical analysis confirmed that the data did not follow a normal distribution (p < 0.05), which validated the use of non-parametric methods for the treatment of the information. These findings support the postulates of the theory of self-determination, emphasizing that mere access to technological resources does not ensure improvements in learning if they are not accompanied by adequate pedagogical strategies and student motivation. The study concludes by highlighting the need to optimize the educational components of VLEs, prioritizing the quality of content and meaningful interactions.