Experience of using virtual environments applied for learning among students at a Peruvian university

Abstract

This study explores Peruvian university students' perceptions of the use of virtual learning environments (VLEs) at the Faculty of Social Sciences of the National University of the Altiplano. Using a non-experimental, cross-sectional quantitative design, 112 students (fourth-eighth semesters) selected through stratified random sampling were surveyed. The results reveal that 57.1% rated their experience as positive, highlighting the accessibility of materials (22.3%) and the usefulness of videoconferencing (Zoom/Google Meet, 84%). However, challenges persist: 50.9% reported occasional technical problems, and 38.4% perceived VLEs as less effective than face-to-face classes. Teacher-student interaction was rated as moderate (62.5% "moderate"), with 20% reporting communication difficulties. The study is based on the uses and gratifications theory but highlights the need to integrate broader frameworks that consider pedagogical and structural dimensions. Methodological limitations include the cross-sectional design (which prevents causal analysis) and the overrepresentation of women (59.8%) in the sample. The findings underscore the urgency of: (1) improving teacher training in digital tools, (2) optimizing institutional technical infrastructure, and (3) developing strategies to strengthen personalized interaction. This work provides valuable empirical evidence for Latin American contexts, where virtual education—accelerated by the pandemic—requires adjustments that balance accessibility, pedagogical quality, and digital equity. Future research should adopt longitudinal and comparative approaches to assess the impact of institutional interventions on the adoption of VLEs.