<?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>2960-2467</journal-id>
<journal-title><![CDATA[e-Revista Multidisciplinaria del Saber]]></journal-title>
<abbrev-journal-title><![CDATA[e-Rev. Multidiscip. Saber]]></abbrev-journal-title>
<issn>2960-2467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigación en Tecnologías de Salud y Ambiente (CITSA)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2960-24672025000100246</article-id>
<article-id pub-id-type="doi">10.61286/e-rms.v3i.258</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desempeño académico de estudiantes mediante un sistema multiplataforma de tutoría Facultad de Ingeniería de la Universidad Peruana Los Andes]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic performance of students through a multiplatform tutoring system, Faculty of Engineering, Universidad Peruana Los Andes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro Cayllahua]]></surname>
<given-names><![CDATA[Fidel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón Samaniego]]></surname>
<given-names><![CDATA[Severo Simeón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanchez Mattos]]></surname>
<given-names><![CDATA[Waldir Alexis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Waidhofer]]></surname>
<given-names><![CDATA[Juan Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Condori Castro]]></surname>
<given-names><![CDATA[Richard Jhonathan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana Los Andes  ]]></institution>
<addr-line><![CDATA[Huancayo Junín]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana Los Andes  ]]></institution>
<addr-line><![CDATA[Huancayo Junín]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Peruana Los Andes  ]]></institution>
<addr-line><![CDATA[Huancayo Junín]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Peruana Los Andes  ]]></institution>
<addr-line><![CDATA[Huancayo Junín]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Peruana Los Andes  ]]></institution>
<addr-line><![CDATA[Huancayo Junín]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>3</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2960-24672025000100246&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2960-24672025000100246&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2960-24672025000100246&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Facultad de Ingeniería de la Universidad Peruana Los Andes ha enfrentado históricamente problemas de bajo rendimiento académico y deserción estudiantil, agravados por la ausencia de mecanismos efectivos de seguimiento pedagógico. El sistema de tutoría previo, fragmentado entre escuelas profesionales, motivó la implementación de un modelo multiplataforma unificado y tecnológicamente avanzado. La investigación adoptó una metodología híbrida con enfoque pre-experimental de investigación-acción, utilizando un diseño de grupo único con mediciones antes y después. La población estuvo compuesta por estudiantes en situación de bajo rendimiento. Se emplearon encuestas, observación directa y revisión documental, validando la fiabilidad de los instrumentos mediante el coeficiente alfa de Cronbach. Los resultados fueron significativamente positivos. Las competencias digitales aumentaron de una media de 2,31 a 4,18; la colaboración y comunicación, de 2,57 a 4,05; y la integración social, de 2,49 a 4,09. La prueba t de Student confirmó mejoras estadísticamente significativas en todas las variables, incluyendo calidad educativa percibida, participación y satisfacción estudiantil. El estudio concluye que un sistema de tutoría integral y bien estructurado no solo mejora el rendimiento académico, sino que también impacta positivamente en el desarrollo socioemocional y tecnológico. Se recomienda su institucionalización para garantizar un acompañamiento continuo y sostenible, posicionando la tutoría digital como herramienta estratégica para fortalecer la formación profesional y reducir la deserción.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Faculty of Engineering at the Universidad Peruana Los Andes (UPLA) has historically faced problems of low academic performance and student dropout, exacerbated by the absence of effective pedagogical monitoring mechanisms. The previous tutoring system, fragmented among professional schools, motivated the implementation of a unified and technologically advanced multiplatform model. The research adopted a hybrid methodology with a pre-experimental action-research approach, using a single-group design with before-and-after measurements. The population consisted of students with low academic performance. Surveys, direct observation, and document review were used, and the reliability of the instruments was validated by the Cronbach's alpha coefficient. The results were significantly positive. Digital competencies increased from a mean of 2.31 to 4.18; collaboration and communication, from 2.57 to 4.05; and social integration, from 2.49 to 4.09. The Student's t-test confirmed statistically significant improvements in all variables, including perceived educational quality, participation, and student satisfaction. The study concludes that a comprehensive and well-structured tutoring system not only improves academic performance but also positively impacts socio-emotional and technological development. Its institutionalization is recommended to ensure continuous and sustainable support, positioning digital tutoring as a strategic tool to strengthen professional training and reduce dropout.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tutoría digital multiplataforma]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[deserción estudiantil]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales]]></kwd>
<kwd lng="es"><![CDATA[integración social]]></kwd>
<kwd lng="es"><![CDATA[educación superior inclusiva]]></kwd>
<kwd lng="en"><![CDATA[multiplatform digital tutoring]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[student dropout]]></kwd>
<kwd lng="en"><![CDATA[digital competencies]]></kwd>
<kwd lng="en"><![CDATA[social integration]]></kwd>
<kwd lng="en"><![CDATA[inclusive higher education]]></kwd>
</kwd-group>
</article-meta>
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