Exploring the Impact of a Virtual Learning Enviroment (VLE) on Students´ Academic Performance.

Abstract

In recent years, the integration of technology in education has gained prominence, especially after the disruptions caused by the COVID-19 pandemic. However, in Mexico, most efforts have focused on higher education, leaving public basic schools with limited access and little research on the impact of digital tools in low-resource settings (Sánchez & Flores, 2021; Arcos et al., 2024). This study explores the impact of implementing a virtual learning environment (VLE) on the academic performance of first-grade students at a public middle school in Cozumel, Mexico. The intervention integrated multimedia resources and gamification elements as part of a blended learning (BL) approach, combining faceto- face instruction with the use of digital platforms: Canvas LMS and Duolingo for Schools, plus supplementary printed materials for students without access to a device. The study followed a mixed-methods design. Quantitative data was collected through official grade records, and qualitative data was gathered through a student survey and a focus group session. The findings revealed a moderate improvement in students’ academic performance after the VLE implementation, with higher gains among students who consistently engaged with the digital platforms. However, challenges such as technical access and language comprehension were also identified. In particular, Duolingo fostered motivation and vocabulary development due to its gamified approach, while Canvas LMS helped students stay organized. Students using printed materials reported independent learning efforts but also faced language comprehension challenges. This study highlights the potential of VLEs to support student learning in lowresource settings. It also shows the value of combining different tools to include all learners. The findings can help guide future use of educational technology in similar public school contexts.