Conference Agenda

Digital overload has become a significant issue in the university environment, impacting both productivity and students' mental health. This study investigates how intensive use of digital devices increases academic stress and decreases productivity. Using a quantitative, cross-sectional, and correlational design, data were collected from 150 university students via self-administered questionnaires measuring academic stress, productivity, and screen time. Results showed a positive correlation between greater digital usage and academic stress (r = 0.56, p < 0.01), and a negative correlation with productivity (r = -0.48, p < 0.01). Regression analyses confirmed digital overload as a predictor of stress and reduced productivity. Despite the study's cross-sectional limitations, the findings highlight the need for institutional strategies to regulate technology use, promote healthy habits, and train students in time management and digital self-care to mitigate the negative effects on productivity and well-being.

In a context where higher education faces increasing challenges to personalize learning and improve academic performance, adaptive platforms emerge as innovative tools. These technologies use algorithms to adjust content and activities according to the individual needs of students. Even so, their effectiveness in university contexts such as the Universidad Peruana Los Andes, still needs to be empirically corroborated. The purpose of this study is to analyze the effects of the use of adaptive platforms on academic performance and student satisfaction, with the aim of verifying their effectiveness in personalizing learning in university students. A quasi-experimental design of a comparative type and quantitative approach was developed. The sample consisted of 120 undergraduate students divided into an experimental group and a comparison group. Questionnaires and academic records were used to measure performance and satisfaction. For statistical analysis, Student's t test and factorial ANOVA were used, which checked whether there were significant differences. The results showed that the experimental group that used adaptive platforms obtained higher grades (M = 85.4, SD = 5.6) than the comparison group (M = 78.2, SD = 6.4; p < 0.001). Likewise, students in the experimental group reported greater satisfaction with learning (p = 0.002). No significant effects of the variables age or previous experience with technology were recorded. This study confirms that adaptive platforms allow for increased academic performance and student satisfaction, also showing that they are effective in disparate contexts, so their implementation by higher education institutions as a teaching strategy is recommended.

Abstract–With the advancement of technology and the growing demands in the educational field, the application of augmented reality (AR) tools has become essential for strengthening the competencies of university students. This review aimed to identify the main AR tools used in transversal university courses and evaluate their impact on learning during the period from 2016 to 2024. A literature review methodology was employed, encompassing the phases of identification, selection, collection, analysis, and synthesis of key articles found in databases. The study selection yielded 43 research articles. In conclusion, the main AR tools were identified in courses such as Mathematics, Chemistry, TIC, Educational Technology, Foreign Languages, Health, Civil Engineering, Business, and Entrepreneurship, among others. Additionally, the impact assessment categorized the findings into three categories: socio-emotional and physical, cognitive and curricular, and technological. Keywords-- Augmented reality, education, courses, technology, virtual environments

During the last 10 years, e-learning and b-learning methods have experienced an exponential growth, so some organizations have adapted or created based on these methods. The present study conducts a systematic literature review (SLR) on quality assessment in e-learning and b-learning in higher education. The aim of this study is to determine the perception of students and teachers in higher education regarding quality assessment in e-learning and b-learning in comparison with other assessment methods or quality standards. The data are collected from the Scopus database, the initial study included 183 articles, then by the inclusion and exclusion criteria, a total of 48 articles were obtained, and through the application of the Rayyan tool, which resulted in the final selection of 15 articles. At the methodological level, the guidelines and protocols established by the PRISMA method were implemented. The findings indicate that the perceived quality of e-learning and b-learning depends on factors such as technological competence, connectivity, content design, personalization of learning and rapid feedback, while challenges such as authenticity of assessments and limited access to technologies affect their effectiveness. The conclusions point out that e-learning and b-learning models stand out for their flexibility and personalization, but their effectiveness requires addressing the challenges of the current situation and the need for rapid feedback, while challenges such as authenticity of assessments and limited access to technologies affect their effectiveness.

This study presents the design and implementation of an immersive Virtual Reality (VR) application aimed at promoting tourism in Amarilis, Huánuco, Peru. Using advanced tools such as Unity, Blender, and the Oculus Integration SDK, an interactive experience was developed, featuring cultural 3D models, 360° videos, and informational panels. The application seeks to enhance users’ interest and understanding of the region’s natural and cultural attractions, fostering a stronger connection to the place and reinforcing cultural heritage identity. Validation tests conducted with local stakeholders demonstrated high acceptance and satisfaction, highlighting the effectiveness of VR as an innovative tool for tourism promotion and education. This work provides a replicable model for integrating immersive technologies into tourism strategies, contributing to the sector’s sustainable development and laying the groundwork for future research on the subject.

The graduation process is a crucial stage in university education, but in many Latin American institutions, it still relies on manual methods that generate inefficiencies, delays, and lack of transparency. This paper presents Copiloto UDH, a technological platform designed to digitize and optimize the graduation processes at the University of Huánuco. The solution integrates three key components: the Ideas Bank, which connects the university with society to transform social issues into academic projects; the Graduation Processing System, which automates and improves document traceability and validations; and the Research Chatbot, based on artificial intelligence, which provides real-time methodological and regulatory assistance. Copiloto UDH has been developed with modern technologies such as Vue.js, Laravel, MongoDB, and OpenAI, ensuring a scalable and efficient architecture. Functional and user testing was conducted, with results showing significant improvements in reducing administrative time, enhancing document management efficiency, and increasing satisfaction among stakeholders involved in the graduation process. The implementation of this platform strengthens the trend toward "Zero-Paper" university management and promotes digital transformation in higher education. Finally, the challenges, lessons learned, and future improvements to extend the impact of Copiloto UDH in other universities in the region are discussed.