Virtual learning environments, academic performance, and student satisfaction: Quantitative evidence from anthropology undergraduates at a Peruvian public university
Jul 2026· International Journal of Education and Practice· Vol 14, pp. 309-322· 0 citations· 22 references
Abstract
Using a quantitative methodology and a stratified random sampling method, data were obtained from 82 undergraduate Anthropology students at the National University of Altiplano (UNA) through an online questionnaire. This study explored the relationship between Virtual Learning Environments (VLEs) and academic achievement. Student survey responses were analyzed for statistical significance to identify relationships among variables such as student satisfaction, quality of course material, perception of VLE experience enriching learning, teacher interaction with learners, and university support. Spearman’s rank correlation coefficient and a Likelihood Ratio Test were used to determine the relationship between survey responses and academic performance. The study found a positive relationship between student satisfaction with their learning experience, quality of course material, and the perceived effect of VLE experience on academic performance. No statistical significance was observed between teacher interaction with students and university tech support. Additionally, the absence of hands-on experiences, which are essential elements of learning in Anthropology, impeded academic success in virtual learning environments. Faculty should develop and provide students with instructional materials that are clear, relevant, and engaging for both faculty members and students. They should also utilize learner-centered teaching strategies, such as developing instructional materials to meet students’ needs and promoting higher engagement and participation. Emphasizing pedagogical strategies to enhance the quality of virtual education is crucial, especially for students enrolled in institutions with limited or no digital access.
The rapid integration of emerging educational technologies has transformed school learning environments by creating interactive, personalized, and student-centered learning experiences. The present study explored the perceptions of students regarding emerging technologies and its effect on engagement, motivation, satisfaction and learning experiences in private schools of Karachi. The design of the study was quantitative cross sectional with 210 students who were taken as samples using the convenience sampling technique. Data were collected by using a structured questionnaire and analyzed by SPSS which consisted of descriptive statistics, reliability analysis, correlation, t-test and regression analysis. The results indicated positive attitudes among students with regard to the use of various educational technologies such as artificial intelligence, augmented reality, virtual reality, simulations, and gamification. There were significant positive relationships between technology perception, engagement, motivation and learning experiences. Technology satisfaction was the most significant predictor of better learning experiences. The study highlights the importance of meaningful, student-centered technology integration in improving educational practices.
Syeda Aliya Fatima, M. Zahid, Kosar Muhammad Saeed et al.· Journal of Global Social Tra...· 0 citations
This study examines the relationship between gamified learning practices and undergraduate students' motivation and perceived academic performance in higher education.
A cross-sectional survey collected data from 311 undergraduates with prior exposure to gamification. The instrument assessed their experience with common game elements, alongside self-reported motivation and academic outcomes. Data were analyzed using correlation, regression and ANOVA techniques.
Students reported positive motivation and academic outcomes, with a strong correlation observed between the two. Notably, perceived performance did not differ significantly across academic years. Badges, points and quizzes were the most frequently experienced features.
Reliance on cross-sectional, self-reported data from a convenience sample limits causal interpretation and generalizability, and the use of perceived rather than objective academic performance measures may not fully reflect actual achievement.
The findings provide practical guidance for educators and instructional designers seeking to integrate inclusive and effective gamification strategies.
This study provides applied empirical evidence on how specific game mechanics influence student engagement and success across different academic stages.
Unknown authors· Journal of Applied Research...· 0 citations
It is concluded that while remote learning offers notable advantages in flexibility and student autonomy, it may require enhanced instructional strategies and more robust engagement practices to match the academic outcomes of traditional teaching methods.
Online learning has become an important part of education, especially after the COVID-19 pandemic. However, its effect on students’ academic performance is still not fully understood in developing countries like Nepal, where challenges such as limited internet access and digital resources remain. This study examined the impact of the learning environment, technical experience, student engagement, and psychological impact on students’ self-reported academic outcomes in online learning. A quantitative cross-sectional research design was used, and data were collected from 250 students through a structured questionnaire using convenience and snowball sampling. The data were analyzed using SPSS Statistics for descriptive statistics, reliability analysis, correlation analysis, and multiple regression analysis. The findings showed that the learning environment, student engagement, and psychological impact had a significant positive effect on student’s self-reported academic outcomes, while technical experience did not have a significant effect. Among all the factors, psychological impact was the strongest predictor of academic outcomes. The study concludes that improving online learning requires not only technology but also a supportive learning environment, active student engagement, and attention to students’ mental and emotional well-being. These findings can help educators, higher education institutions, and policymakers improve the quality and effectiveness of online learning in Nepal.
Aayusha Khadka, Eliza Rajdhami· DAV Research Journal· 0 citations
The integration of Google Sites and Wizer.me has great potential to serve as an alternative platform to support digital mathematics learning in schools and was effective, although internet infrastructure constraints remained the primary technical challenge in the field.
The findings show that more satisfying and psychologically supportive technology integrated learning environments may be fostered with strengthening of academic hope and grit.
Muhammad Aslam Kamboh, Muhammad Tufail, Nosheen Raiaz et al.· Journal of Global Social Tra...· 0 citations
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