The accelerated digitalization of higher education consolidated virtual learning environments (VLEs) as central spaces in university education. However, their pedagogical potential did not depend solely on technological infrastructure, but also on the subjective experiences of those who used them. This qualitative study, adopting a phenomenological- interpretative approach, explored the perceptions of Kinesiology students at the University of Aconcagua (Chile) regarding the motivational factors that influenced their relationship with VLEs. Through a focus group, individual, pedagogical, institutional, and technological dimensions shaping their learning experience were analyzed. The findings revealed a predominantly instrumental use of VLEs, mainly focused on downloading materials and on extrinsic motivation linked to assessment-related incentives. In addition, limitations in student autonomy, limited teaching presence, and weak pedagogical interactivity were identified, which constrained the development of meaningful learning. The study concluded that motivation in virtual environments constituted a situated and ecosystemic construct, influenced by the quality of instructional design, teaching support, and institutional conditions. These results provided contextualized evidence to redesign VLEs from a student-centered perspective, aimed at fostering sustainable, meaningful, and emotionally engaged learning experiences
This research employed Claude generative artificial intelligence (GAI) to develop iconographic virtual classrooms in Moodle, in accordance with Universal Design for Learning (UDL) principles. A mixed methodological design, it was developed a course from a qualitative perspective in accordance with the ADDIE model, and Claude was responsable for generating the HTML5 code necessary for the creation of iconography. The evaluation was conducted using a validated questionnaire with high reliability (α = 0.96), administered to 19 participants. The findings suggested that the dialogue established with the IAG facilitated the generation of functional interfaces that did not necessitate the use of structured instructions. The interfaces received favorable ratings in terms of design (4.39/5) and navigation (4.09/5), with 87.77% of the participants expressing satisfaction with the readability, multimedia, and iconography implemented. The findings of the research indicate that IAG plays a pivotal role in facilitating the implementation of UDL principles within virtual environments, a process that does not necessitate advanced technical expertise. It is recommended that this approach be extended to various educational contexts, that its long-term impact be evaluated, and that standardized methodologies be developed to optimize the interaction between teachers and artificial intelligence systems in the design of inclusive virtual learning environments
This study analyzed the enrollment behavior at the postgraduate level in Mexico, identifying trends by educational modality and type of funding. A quantitative approach was employed, with a descriptive design and scope, as well as group difference analysis. Comparisons were made of the growth in face-to-face and distance postgraduate enrollment in public and private universities over the past seven years. The results showed that distance postgraduate enrollment increased from 120,445 students in the 2018–2019 academic year to 236,753 students in the 2024–2025 academic year, representing an increase of 96.57%. In contrast, face-to-face postgraduate enrollment experienced only a minimal increase, from 240,822 to 241,629 students, equivalent to 0.34%. Regarding the growth of private postgraduate education, this was mainly due to the expansion of distance enrollment, which rose from 28% in the 2018–2019 academic year to 44% in the 2024–2025 academic year. Conversely, the decline in public postgraduate education was attributable to a decrease in face-to-face enrollment, which fell from 33% to 28%. In conclusion, public universities in Mexico must reinvent themselves by designing dynamic, flexible, and innovative educational models that facilitate the development of distance education programs
This study explored the impact of using cardboards and 360-degree videos as instructional tools for developing computational thinking (CT) in university students. Employing a quasi-experimental design and a quantitative approach, a pretest and posttest using a Likert scale and case study resolution at three complexity levels (basic, intermediate, and advanced) were applied to 152 high school students from Tecnológico de Monterrey. The intervention consisted of three sessions focused on the skills of abstraction, decomposition, pattern recognition, and algorithm design, all integrated into immersive environments. The results showed significant improvements in selfperceived skills, particularly in decomposition and algorithms, with less progress observed in abstraction. Clustering analysis revealed a greater centrality of practical skills, while abstraction became disconnected from the other dimensions. Although improvements were noted in case resolution, these did not reach statistical significance at all levels. Gender differences reflected persistent gaps, although both groups showed improvement. It is concluded that immersive technologies are effective in enhancing CT, though methodological adjustments are needed to ensure equitable integration
The objective of this study was to comparatively analyze the impact of teachers and influencers on virtual financial education in a sample of 234 students from the Autonomous University of Nuevo León. A non-experimental, cross-sectional quantitative design was employed, consisting of the projection of a video and the administration of a survey, and including sentiment analysis, semantic networks, and a structural equation model using a PLS-SEM approach. The results indicate that teachers generate higher levels of trust, whereas influencers stand out in clarity and motivation; the latter fosters greater financial self-efficacy, which in turn influences behavioral intention. The use of non-probabilistic sampling and its restriction to a single university faculty limited the generalizability of the findings. It is concluded that the combination of academic legitimacy and communicative dynamism strengthens financial education in virtual environments
