<?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>S2739-00632026000102047</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15368517</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Entornos virtuales en estudiantes universitarios: un estudio de revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual environments in university students: A systematic review study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Balarezo]]></surname>
<given-names><![CDATA[Sergio Fabián]]></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>
<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=S2739-00632026000102047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000102047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000102047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio fue analizar las implicancias de los entornos virtuales en estudiantes universitarios. Para ello, se empleó el método PRISMA, lo que permitió garantizar un proceso de selección sistemático y transparente. En cuanto a los criterios de inclusión, se consideraron artículos publicados en bases de datos reconocidas, como Scopus y Scielo, utilizando las palabras clave &#8220;virtual environments&#8221; AND &#8220;students&#8221;, tanto en español como en inglés. Además, solo se incluyeron artículos de acceso abierto, publicados entre los años 2021 y 2025, y se aplicaron operadores booleanos como AND y OR durante la búsqueda. Como criterio de exclusión, se descartaron los artículos publicados antes del año 2020. En total, se seleccionaron 25 artículos relevantes: 22 provenientes de Scopus y 3 de Scielo. Los resultados evidencian que los entornos virtuales constituyen una herramienta valiosa para mejorar la experiencia educativa en el ámbito universitario. Estos entornos facilitan la personalización del aprendizaje, optimizan la retroalimentación y la evaluación, y proporcionan experiencias educativas más interactivas y atractivas. Asimismo, el uso de la inteligencia artificial como herramienta de apoyo, a través de chatbots y asistentes virtuales, representa una alternativa prometedora para la retroalimentación y la gestión de la carga de trabajo educativa. Estas tecnologías innovadoras tienen el potencial de transformar la experiencia universitaria, favoreciendo la colaboración entre estudiantes y promoviendo el aprendizaje adaptativo. Además, potencian habilidades como la flexibilidad cognitiva y la creatividad, mientras que los sistemas de tutoría inteligente personalizan la enseñanza mediante algoritmos y aprendizaje automático. Sin embargo, es importante considerar los desafíos éticos y legales asociados al uso de entornos virtuales y la inteligencia artificial. Por ello, se requiere una reflexión crítica sobre su implementación, evitando evaluarlas únicamente desde una perspectiva funcional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study was to analyze the implications of virtual environments for university students. To this end, the PRISMA method was used, ensuring a systematic and transparent selection process. Regarding the inclusion criteria, articles published in recognized databases, such as Scopus and Scielo, were considered, using the keywords "virtual environments" AND "students," both in Spanish and English. Furthermore, only open-access articles published between 2021 and 2025 were included, and Boolean operators such as AND and OR were applied during the search. As an exclusion criterion, articles published before 2020 were discarded. In total, 25 relevant articles were selected: 22 from Scopus and 3 from Scielo. The results show that virtual environments are a valuable tool for improving the educational experience in the university setting. These environments facilitate personalized learning, optimize feedback and assessment, and provide more interactive and engaging educational experiences. Likewise, the use of artificial intelligence as a support tool, through chatbots and virtual assistants, represents a promising alternative for providing feedback and managing educational workload. These innovative technologies have the potential to transform the university experience, fostering collaboration between students and promoting adaptive learning. Furthermore, they enhance skills such as cognitive flexibility and creativity, while intelligent tutoring systems personalize teaching through algorithms and machine learning. However, it is important to consider the ethical and legal challenges associated with the use of virtual environments and artificial intelligence. Therefore, critical reflection on their implementation is required, avoiding evaluating them solely from a functional perspective.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[entornos virtuales]]></kwd>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[virtual environments]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
</kwd-group>
</article-meta>
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