Efectos del diseño instruccional en entornos virtuales sobre el rendimiento académico en estudiantes de educación superior

The accelerated digitalization driven by the global health crisis has reshaped educational processes in universities, positioning virtual environments as the backbone of contemporary teaching. In this context, instructional design becomes particularly relevant as it organizes and structures content, activities, and assessments, enabling more meaningful educational experiences. This study aimed to analyze the influence of instructional design in virtual platforms on the academic performance of university students. A quantitative methodology with a descriptive-correlational approach was used to explore students’ perceptions regarding various dimensions of the technology-mediated teaching-learning process. The findings reveal that course clarity, ease of use of virtual platforms, and effective teacher-student interaction are key factors influencing positive learning experiences and academic performance. Additionally, areas for improvement were identified, particularly in communication, highlighting the need to enhance pedagogical strategies that foster active and bidirectional participation. This study provides relevant empirical evidence to guide institutional policies aimed at strengthening instructional design and consolidating more inclusive, accessible, and sustainable virtual models.