The research aimed to understand the benefits of using application tools in the academic performance of university students, regarding the role of virtual education and how it positively influences the academic performance of future engineers. On the other hand, it was carried out research in different reliable sources, having principles like Scopus, Scielo, Dialnet, Redalyc, and DOAJ; using the following
In recent years, technology has been undergoing a favorable change in the educational system
and in the training of engineering students who are arriving at universities, now known as digital
natives, those from Generation Y or Millennials [
Nevertheless, the application of mobile technologies in education, known as "m-learning," is
breaking the traditional teaching-learning binary by incorporating more dynamic pillars such as
immediate access to knowledge, collaborative work, or personalized learning. This has
highlighted the favorable and beneficial impact of technological development in improving
educational tools, moving from traditional methods to more innovative and different approaches.
Furthermore, it has enabled users to overcome the barriers of traditional learning to generate
more complex and dynamic knowledge, allowing for the interconnection of ideas and the
proposal of solutions to everyday problems [
Therefore, the use of smartphones represents a new tool and challenge for the educational
field in three dimensions: spatial, temporal, and social. These devices offer benefits in developing
competencies in higher education. Observation of the use of these tools indicates potential for
speed, in addition to simplifying the incorporation of virtual identities and interaction with
advanced educational platforms by managing data and enabling integration into real-time
networks. This offers more optimal and effective learning [
In this regard, online education, distance learning, and the emergence of various digital
services and tools have determined the relevance and necessity for university teachers to develop
electronic educational resources of their own authorship. This enables the implementation of
educational programs, even in the context of interaction limitations during the pandemic [
For the development of the present research, it has been proposed to develop a systematic
literature review with a quantitative approach taking into account the topic of virtual education
as a way to improve academic performance in higher institutions. As mentioned above, the
systematic literature review is described as a set of orderly and documented steps aimed at
providing a critical and comparable synthesis of the results obtained in the analysis of the
included studies in order to answer the research questions proposed by the authors. In this sense,
SLRs (Systematic Literature Reviews) give rise to the quick analysis of the knowledge stored in
different databases on a specific topic in order to make decisions. It also seeks to respond to the
weaknesses detected in the subject, as well as to identify the possible strengths of the methods
found, in order to carry out a discussion to generate new knowledge for the scientific community.
In the last few years, the resources available to improve search methods for quality scientific
manuscripts have been limited [
This article used a method known as PRISMA, designed for those who conduct systematic
reviews of research, to design transparent and understandable reports. In the same way, it allows
planning, preparing, publishing, aiming to publish better quality methodologies and results.
(Preferred Reporting Items for Systematic Reviews and Meta-Analyses) or PRISMA is a set of
"Preferred Reporting Items for Systematic Reviews and Meta-Analyses". This approach contains
sequence steps that allow designing a structure on a specific topic or author's preference, and
complete articles where a complete picture should be obtained for their choice, on the other hand,
individual studies have to meet rigorous criteria of eligibility and can fit in one or more articles
[
In the last few years, with the coming of new concepts and methodological aspects of
systematic review methods, it is worth mentioning that with the application of PRISMA, there
have been significant achievements in terms of its evaluation and research [
As part of the research, the following aspects belonging to the PRISMA method were taken into account: aspects of inclusion, search strategy, and sources of information. Different databases including Scopus, Doaj, Scielo, Dialnet, and Redalyc were consulted to get information. As for the search strategies, the term "E, B, M-learning" was used in the areas of Article, Title, Abstract, and Keywords, defining the date range between 2008 and 2022. A total of 200 downloaded records were reviewed, with 72 in Spanish, 123 in English, and 5 in Portuguese.
In addition, specific performance measures such as the amount of work produced in a year, the amount of work produced by each author, and the efficiency in terms of keywords were analyzed. To carry out this analysis, the following key terms were used: academic performance, higher education, M-learning, engineering education, online learning, E-learning, B-learning, Machine Learning, and distance learning.
It started by searching for the proposed study, using descriptions for inclusion and exclusion to reduce the number of articles as much as possible. The following is the first table.
Both the abstract and the title include one or all the variables.
The keywords are related to the variables of the study.
On the review, the date of publication indicates the period corresponding to the study. The language used relates to the languages used in the study.
The country of the study corresponds to the delimitation of the review.
The study is available in Open Access.
The results obtained from the study are of an application and empirical way.
The article contains tools that are part of engineering.
The study is diligent towards an institution, company, and organization.
The quantitative indicators of the study demonstrate a replicable effect.
Note: The criteria were established based on the authors' considerations. In the results stage, 2 segments were composed: the bibliometric analysis (title, author, year, country, language, keywords, institutional affiliation) and an engineering content analysis (effects and application tools).
The bibliometric results in E, B, and M-Learning virtual education allowed the identification of related aspects of engineering.
Project-based learning: application to a research master subject of thermal engineering Prediction of student dropout in E-learning program through the use of machine learning method
A Hadoop-Based Online Teaching Model of "VisibleBody" Saleem et al. (2021) Intelligent decision support system for predicting student’s e-learning [17] performance using ensemble machine learning Akram et al. (2019) Predicting Students' Academic Procrastination in Blended Learning Courses [18] Using Homework Submission Data
Adaptación y desarrollo de la asignatura Motores y máquinas de la titulación Callejón, López y de Ingeniero Técnico Agrícola en Industrias Agrarias y alimentarias ante el Carreño (2010) [19] Espacio Europeo de Educación Superior Kumar et al. (2022) Mobile Learning Acceptance Post-Pandemic: A Behavioural Shift among [20] Engineering Undergraduates Domínguez et al. The effects of adding non-compulsory exercises to an online learning tool on (2019) [21] student performance and code copying
Molina-Cabello et al. Are learning styles useful? A new software to analyze correlations with (2022) [23] grades and a case study in engineering Bakri, Salwani y Mohd Designing an Integrated Teaching and Learning of Mathematics and Image (2016) [24] Processing in Engineering Technology Demian y Morrice The use of virtual learning environments and their impact on academic (2012) [25] performance
Pertuz et al. (2017) Lineamientos para el diseño de Cursos Online Masivos y Abiertos (MOOC) [27] en Ingeniería Electrónica Claros-Perdomo et al. Uso de la realidad aumentada, gamificación y m-learning (2020) [28]
Perceived learning of University students in face-to-face and B-learning courses: a comparative study Sotelo-Castillo et al. (2022) [29] Dung y fatmawati General informatics teaching with B-learning teaching model (2018) [30] Suárez, Jiménez y Uso de escenarios de aprendizaje en entornos E-Learning y B-Learning como Bonilla (2017) [31] alternativa de estudio en la educación a distancia Martín-Gómez y Aprendizaje m-learning en la materia Dirección de la Producción mediante Masa-Lorenzo (2017) flipped classroom con entornos colaborativos virtuales y su evaluación con [32] rúbricas
M-learning y desarrollo de habilidades digitales en educación superior a distancia
Research Trends in Mobile Learning Fuente, Morales y Montoya (2018) [34] Yildiz et al. (2020) [35] Al Masarweh y Afandi Investigating Factors M-Learning Acceptance and Use for Distance Learning (2022) [36] Students in Higher Education
Gómez-Álvarez, Estrategia de evaluación basada en juegos: Caso Ingeniería de Sistemas Echeverri y González- Universidad de Medellín Palacio (2017) [38] Domínguez et al. Modalidad de curso semipresencial. aplicación en la asignatura procesos (2008) [39] tecnológicos Miljković, Petojević y Monitoring the effect of motivation on mastering knowledge and skills in Ažižović (2016) [40] distance learning systems Durán y Costaguta Experiencia de Enseñanza Adaptada al Estilo de Aprendizaje de los (2008) [41] Estudiantes en un Curso de Simulación Bhardwaj et al. (2021) Application of Deep Learning on Student Engagement in E-learning [42] Environments Note: The criteria have been established based on the authors' considerations
In Figure 1, it is seen that the highest number of articles published is between the years 2008 and 2022, with 21.9%. The years 2010, 2011, 2012, 2012, 2014, and 2015 have the least number of publications, with only 1. 4 4 7 2 2 2 2 2
2 1 1 1 1
1
In Figure 2, the highest number of publications is located in Spain, which has 7, while Colombia, Malaysia, and Ukraine have the same number of publications.
Colombia
Malasia Ucrania
Chile México
China España 2 2 2 3 3 3
7 0 2 4 6 8
In the following image, it can be observed that 41% of the articles are in Spanish, that is 13, while 50% are in English, for a total of 19.
This present figure shows 5 journals with a maximum frequency of 2 journals: Technology, Science and Education, Computer Applications in Engineering Education, International Journal of Emerging Technologies in Learning, and Ingeniare. Chilean Engineering Journal and Journal of Technology and Science Education, as can be seen in Fig. 5.
Tecnología, Ciencia y Educación International Journal of Emerging… Journal of Technology and Science…
RIED-Revista Iberoamericana de… ACM Transactions on Computing…
Engineering Education
Mathematics
Revista Facultad de Ingeniería JPBI (Jurnal Pendidikan Biologi Indonesia)
International Journal on Advanced…
Irish Journal of Academic Practice Vojnotehnicki glasnik/Military Technical…
Ingeniería Mecánica Revista de Formación e Innovación… Figure. 5 Articles included in the systematic review are classified according to Scientific Journals
The following figure shows certain affiliations that have been most used according to the articles included, with OmniaScience Barcelona and Universidad de Tarapacá standing out at the top with a total of 2 studies, while the others have only one publication.
Scopus
DOAJ Redalyc
Scielo Dialnet 1 2
3 Figure. 7 Affiliations of the main author of each of the articles included in the systematic review 9
17
Of the selected articles it was made an inclusion, which were selected for the development of the present article, 8 of them used the LMS (Learning Management System) to implement and develop a process program for specific learning, by the way, there is the participation of the mobile tool (4), for self-directed and engaged student learning with the help of mobile devices. This shows that the LMS tool allows for improved learning through virtual teaching. Table 3 presents the application tools used in the selected articles.
Of the articles included for this research work, 8 studies used the LMS (Learning Management System), a software that allows to creation, implementation, and development of a specific learning process. It is a tool directed towards students, a virtual method that improves teaching. It works as an educational learning line. Because of this, it implements an online platform that is responsible for managing, distributing, and controlling non-face-to-face training activities [17, 18, 20, 24, 26, 30, 31 y 38].
The cell phone is an important tool for student learning and analysis. In this regard, this mobile device is used as an educational resource to promote self-direction and engagement [28, 33 y 37].
The MOOC tool (Online Education Online Platform) is an educational software that is based on online learning offered by higher education or private universities [11, 26 y 27].
DT (Decision Tree) is a platform that allows predicting the subject of student dropout and prediction through a target variable with decision rules inferred from the data characteristics [15 y 17].
The ESR (Emotional Speech Recognition) tool is a system that tries to identify and detect human emotions by capturing their perceptual attributes of voice. When implemented in the educational system and analyzed, an improvement in students' motivation and engagement with online educational learning was observed [40 y 42].
The MSE software is a mobile learning self-efficiency tool that allows students to access learning content at any time and anywhere, using mobile devices such as cell phones and tablets, facilitating the content search for their development process [20].
ADDIE (Analyse, Design, Develop, Implement, and Evaluate) is an online educational platform used to create training and performance support tools for student learning. As can be seen, the ADDIE model is based on 5 phases, which are Analysis, Design, Development, Implementation, and Evaluation. In this regard, this model works based on development because it is focused on generating feedback for continuous improvement in students [24].
SCORM (Sharable Content Object Reference Model) is a technology tool that serves as a guide or reference point for developers who use different standards. The most essential thing is that it is compatible with different educational learning management systems, whether for schools or companies [34].
EVA (Entorno Virtual de Aprendizaje) is a virtual education platform confirmed by a set of software tools that make possible didactic interaction. This allows students can access them and develop their skills, promoting the learning process [25].
LSQ (Learning Style Questionnaire) functions as a self-assessment instrument to measure students' learning preferences. This questionnaire consists of different learning styles, in which people can choose some of them and understand them better as they are carried out more frequently with successful strategies and tactics [23].
ANN (Red Neuronal Artificial) is a technological model that is inspired by the functioning of the human brain, in which it remains interconnected with information to learn through it. This tool is also used in the field of learning, which is related to automation and artificial intelligence, to solve problems that are complicated or impossible by human standards. [15].
PLB (Project–Based Learning) is a pedagogical approach that engages students in meaningful projects. Rather than simply memorizing information, these projects allow them to apply what they have learned to real-world situations. Students develop skills such as communication, teamwork, and problem-solving. [14].
ESP (Engineering Applications in Learning) is an application that allows the facility and
improvement in students' language learning, in addition, to highlighting the didactic that is the
use of the applications [
Tools of application LMS (Learning Management System) Célular MOOC (Plataforma de enseñanza en Línea) DT (Decision Tree) ESR (Emotional Speech Recognition) MSE (Autoeficiencia de aprendizaje móvil) ADDIE (Analyse, Design, Develop, Implement and Evaluate) SCORM (Sharable Content Object Reference Model) EVA (Entorno Virtual de Aprendizaje) LSQ (Learning StyleQuestionnaire) ANN (Artificial Neural Network) PLB (Project –Based Learning) ESP (Aplicaciones de Inginería en el Aprendizajes) N° studies 8 4 3 2 2 1 1 1 1 1 1 1 1
On the other hand, the academic effect influences all students attending different institutions. Therefore, the development must be good, and everything related to the learning process. Table IV illustrates the studies conducted to analyze the different tools and improvements that were used in teaching. In this case, from the selected articles, 27 studies were based on the academic approach, which aims to develop students' potential.
In this sense, an improvement in academic performance was observed in 15 studies thanks to the use of M-learning. According to a monitoring program in distance learning systems, this tool promotes positive attitudes and increases student interest by challenging problem-solving and analytical understanding [40]. Likewise, the application of B-learning in a course for university students, which promotes beneficial teaching strategies to engage students and emphasizes that they will have a significant improvement in communication and collaboration skills, resulted in a 46.1% improvement in students who previously took this teaching method [29]. Regarding the study implementing the B-Learning model in a simulation subject, it is reported that the sub-skill of reporting stands out at 41.16%, and the sub-skill of arguing stands out at 22.11% [41]. Based on another argument, the application of a mathematically integrated teaching and learning design a 15.38% improvement in the subject of mathematics in the July 2011 period, and 23.53% in January 2011 and obtained score a B+ or higher score [24]. Additionally, it was evaluated that a total of 90% of students have effectively learned, resulting in a 70% improvement in their performance, achieved through computer-assisted instruction with the implementation of BLearning [30]. With this in mind, it is important to facilitate, support, improve, and extend the reach of this innovative teaching and learning method, such as the use of M-Learning [33].
On the other hand, we have another point: improvement in teamwork. From researched
studies, 3 research studies, provide evidence of this. As for the use of an online teaching platform,
it is established that working in a team allows one to acquire knowledge and evaluate the
decisions and opinions of others [
In this sense, 6 studies showed an improvement in students' cognitive skills. With the course of blended learning technological processes, it was possible to provide teachers with the opportunity to insist on the fundamental aspects of the subject [39]. The introduction of MLearning made it possible to promote learning with the incorporation of new methodologies in traditional teaching and to innovate new ways of approaching traditional classes and a good tool to enhance the students' autonomous work and provide a summative character in their learning [37].
Consequently, 3 studies presented self-efficacy and student satisfaction, the use of M-learning also influences motivation, interest in acquiring new knowledge, retention, and understanding of information for learning development [28]. On the other, with learning scenarios in E-Learning and B-Learning environments, it was possible to achieve greater proximity among all members participating in it, which is beneficial [31]
Finally, we have 11 correlation studies. Among them, we have 4 studies that focus on the relationship between M-learning and mobile learning. They are oriented on the idea that learning can take place anywhere and at any time. That is why, by executing the proposal of a management system with knowledge of online course design, an improvement in the quality of teaching is visualized [26]. Distance education as a function of the development of E-Learning had access to an improvement in the evaluation of students during live classes compared to the traditional offline [42]. After the pandemic, there was a greater acceptance of online learning, as it increased the use of educational applications for the improvement of students' academic performance [20]. It is even an advantage to adapt to the use of tools and reinforce students' perception of the usefulness of this method in terms of learning [21].
In that sense, 3 studies are based on the relationship between B-learning and simulation teaching. The combination of these two methods allowed the improvement of understanding in the student when approaching learning materials, through software that analyzes correlations in a study [23]. Thus, by predicting academic procrastination, the process of identifying students who have learning difficulties was automated [18], and with the design of massive and open online courses, flexibility, comfort, and a familiar environment were increased when entering their virtual classroom [27].
Finally, 4 studies were obtained on the relationship between E-Learning and distance learning.
This learning seeks to bring education closer to the student with the online education method so
that they have access to teaching tools wherever they are. The progress in adaptation is important
since their learning is open and flexible [31]. Due to this, it was also possible to record an
improvement in higher education with respect to cooperative learning, producing greater
academic success of students with respect to the traditional curriculum [19]. A study conducted
with the support of virtual environments evidences a percentage improvement of 60% to 70% in
final exam grades [25]. Finally, the implementation of online teaching increased the collaborative
innovation capacity to 0.683 and also a significant existing correlation of around 0.01[
The systematic review of Virtual Education through E, B, and M learning from 2008-2022 demonstrates how it has favored online education in the academic performance of students through easy, accessible, and simple learning. Implementing a strategy like virtual education to enhance an individual's academic efficiency allows for self-efficacy and satisfaction when using it, creating a more dynamic and adaptable environment. According to the articles studied, it is concluded that 32 higher education institutions, based on the selected articles, used virtual teaching to achieve an improvement in cognitive skills, thereby enhancing academic efficiency in students.
Likewise, it is concluded that in higher education institutions of the articles, 90% of the students have learned more effectively by applying the virtual education tool for mobile learning. Additionally, a 70% improvement in academic performance was demonstrated, allowing an increase in teamwork and student self-efficacy.
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