Optimización de la personalización en educación virtual: un enfoque multivariante

Virtual education has grown significantly in the last decades, therefore the optimization of personalization has been necessary. This work aims to evaluate the impact of learning personalization on academic performance, motivation and commitment of students at the Argos Technological Institute. A quasi-experimental study was applied with two groups: one experimental, which received a personalized intervention, and another control, which followed a traditional approach. Statistical methods were used, including the T test for paired samples and descriptive analysis, to compare the pre-and post-intervention exam scores. The results showed that the EG had a significant increase in their academic performance, with an average grade that went from 7.67 to 8.58. In contrast, the CG presented a slight decrease in their grades. The T test for paired samples also showed differences in academic performance between the EG and the CG (T = -7.20, p < 0.001). The survey revealed that 40% considered the level of personalization to be high, with a diversity of opinions on its effectiveness in improving comprehension and adaptation. Satisfaction with the platform also reflected mixed results, with 33.3% and 23.3% of respondents being satisfied. 26.7% declaring themselves dissatisfied. The findings highlight the effectiveness of personalization in virtual education, suggesting that this approach not only improves overall performance, but also promotes more homogeneous learning, although continued attention to individual student expectations is required to maximize its impact.