<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632026000102036</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15313562</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Entornos virtuales de aprendizaje y su eficacia en el éxito académico y emocional de los universitarios: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual learning environments and their effectiveness in the academic and emotional success of university students: A systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loyola Muñoz]]></surname>
<given-names><![CDATA[July Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soria Pérez]]></surname>
<given-names><![CDATA[Yolanda Felicitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nagamine Miyashiro]]></surname>
<given-names><![CDATA[Mercedes María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000102036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000102036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000102036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos años, el uso de entornos virtuales de aprendizaje (EVA) ha experimentado un notable incremento en la educación universitaria, fenómeno que se intensificó a raíz de la pandemia y se ha visto aún más impulsado por la irrupción de la inteligencia artificial. Ante este escenario, surgió la necesidad de responder a interrogantes relacionados con la eficacia de estos entornos en el rendimiento académico y su impacto en el desarrollo emocional de los estudiantes, dos factores fundamentales tanto para el logro de los aprendizajes como para la permanencia en el sistema educativo. En este contexto, la presente revisión sistemática analizó artículos seleccionados bajo los criterios de inclusión establecidos por la metodología PRISMA. Para ello, se consideró la evidencia disponible en 37 documentos, extraídos de un total de 140 identificados en bases de datos como Scopus y Scielo, correspondientes al periodo comprendido entre 2014 y 2024. Los resultados revelan que el 67% de las investigaciones consultadas respaldan la eficacia de la participación activa en los EVA como un predictor significativo del rendimiento académico y del desarrollo emocional de los estudiantes universitarios. Esto se debe a que dichos entornos favorecen la autonomía, la autoeficacia y la motivación. Sin embargo, el 33% de los estudios revisados discrepan de estos hallazgos, señalando efectos negativos en el ámbito emocional. En estos casos, se identificaron situaciones de estrés y ansiedad asociadas al uso de los EVA, atribuibles principalmente a problemas de conectividad, carencia de recursos tecnológicos y escasa interacción con el docente. Cabe destacar que Moodle fue la plataforma de EVA más estudiada, lo que abre la puerta a futuras investigaciones sobre otras alternativas, como las plataformas de gamificación y el aprendizaje mediado por redes sociales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent years, the use of virtual learning environments (VLE) in university education has experienced a notable increase, a phenomenon that intensified as a result of the pandemic and has been further driven by the emergence of artificial intelligence. Given this scenario, there was a need to answer questions related to the effectiveness of these environments on academic performance and their impact on students' emotional development, two fundamental factors for both learning achievement and retention in the educational system. In this context, this systematic review analyzed selected articles under the inclusion criteria established by the PRISMA methodology. To this end, the available evidence was considered in 37 documents, extracted from a total of 140 identified in databases such as Scopus and Scielo, corresponding to the period between 2014 and 2024. The results reveal that 67% of the research consulted supports the effectiveness of active participation in VLEs as a significant predictor of university students' academic performance and emotional development. This is because these environments foster autonomy, self-efficacy, and motivation. However, 33% of the studies reviewed disagree with these findings, pointing to negative emotional effects. In these cases, situations of stress and anxiety associated with the use of VLEs were identified, mainly attributable to connectivity issues, lack of technological resources, and limited interaction with the teacher. It is worth noting that Moodle was the most studied VLE platform, which opens the door to future research on other alternatives, such as gamification platforms and social media-mediated learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[bienestar]]></kwd>
<kwd lng="es"><![CDATA[entorno virtual de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[universitarios]]></kwd>
<kwd lng="en"><![CDATA[well-being]]></kwd>
<kwd lng="en"><![CDATA[virtual learning environment]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
</kwd-group>
</article-meta>
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