Abstract
This review article addresses the influence of the virtual learning environment (VLE) on the academic performance of higher education students, exploring students' perceptions of this environment in the context of higher education. The aim of this study is to analyze how different dimensions of the VLE impact academic performance, based on a systematic review methodology that followed the PRISMA approach. Empirical studies published between 2013 and 2024 were included, and they were analyzed in four categories: perception of the technological environment, pedagogical factors, socio-emotional dimension, and the relationship between perception and performance. The main findings indicate that the technological quality of the VLE, pedagogical interaction, and emotional support are determining factors for academic performance. Furthermore, inequalities in access to quality technologies and challenges in integrating traditional teaching with digital methodologies were identified. Finally, it is concluded that an appropriate VLE design, considering the emotional, pedagogical, and technological needs of students, is essential to improving the learning experience and academic performance.