QUANTITATIVE ANALYSIS OF THE ROLE OF VIRTUAL PLATFORMS IN THE PERFORMANCE OF UNIVERSITY STUDENTS

Abstract

This quantitative article analyzes how the use of virtual platforms (LMS such as Moodle, Canvas, and Blackboard; and synchronous tools such as Zoom and Microsoft Teams) relates to academic performance in university students. Based on a cross-sectional correlational design with n = 512 students from three faculties, we modeled the relationship between interactions in the LMS (logins, time on platform, participation in forums, punctual deliveries), attendance at video classes and self-regulation strategies with the weighted semester average. A multiple regression model showed that active participation in LMS (β = .31, p < .001) and self-regulation (β = .27, p < .001) predict performance, with indirect effects of video class attendance (β = .09, p = .021). The results dialogue with recent evidence linking learning analytics and SRLs with performance in higher education. We involve instructional design recommendations and ethical data analytics.