Estilos de aprendizaje y rendimiento académico en entornos educativos mediados por tecnología: revisión sistemática

Background: The expansion of virtual platforms, adaptive systems, learning analytics, and artificial intelligence has intensified interest in understanding the relationship between learning styles and academic performance in technology-mediated educational environments. However, recent literature shows conceptual and methodological dispersion. Objective: To systematically analyze scientific production on learning styles and academic performance in technology-mediated educational environments, with emphasis on research trends, methodological approaches, theoretical models, and knowledge gaps. Methodology: A systematic review was conducted following the PRISMA 2020 guidelines. The search was carried out in Scopus and included articles published between 2020 and 2026. Inclusion and exclusion criteria related to document type, language, thematic relevance, and educational context were applied. The final corpus consisted of 42 studies, organized through a data extraction matrix and analyzed using qualitative thematic synthesis. Results: Studies on adaptive technologies and learning personalization predominated, followed by research on teaching modalities and technological mediation. The direct relationship between learning styles and academic performance was scarcely represented. In addition, the concept of learning styles was frequently used without explicit adherence to specific theoretical models. Conclusion: Recent evidence does not support a direct, uniform, and isolated relationship between learning styles and academic performance. This relationship becomes more relevant when integrated into educational personalization models, flexible instructional design, and adaptive technologies.