Conference Agenda

The objective of this study was to analyze the patterns identified in the scientific literature on the use of learning analytics and student engagement in distance higher education (2020–2025). A systematic review was conducted following the PRISMA 2020 model, using Scopus as the sole source. The search yielded 74 records; after filtering and refinement, 58 documents were analyzed, and after screening and full-text evaluation, 29 studies were included in the final synthesis. Bibliometric analysis was applied exploratorily with VOSviewer (keyword co-occurrence) to organize the evidence into four thematic clusters. The findings show an evolution from descriptive approaches to predictive and prescriptive models, with increasing use of AI, dashboards, and learning management systems to monitor, explain, and promote student engagement.

The objective of this study was to identify the relationship between the use of Artificial Intelligence tools by teachers pursuing a master’s degree in Basic Education at the Bolivarian University of Ecuador and their academic performance in learning activities in contact with the teacher, autonomous and practical-experimental. A quantitative methodology with cross-sectional design and correlational scope was applied, using structured questionnaires to 314 teachers. The results showed a frequent use of tools such as ChatGPT, Grammarly and DeepL, and a significant positive correlation between their use and academic performance in the different types of learning. It is concluded that the autonomous and diversified integration of Artificial Intelligence strengthens the formative process in graduate distance education, consolidating itself as a key pedagogical resource.

The transition to higher education in Peru faces high dropout rates, particularly in engineering, due to gaps in mathematical reasoning and geographical barriers to accessing virtual platforms. This research analyzes the implementation of "La Ruta del Aprendizaje," an innovation that uses Genially and mobile devices (m-Learning) to facilitate access to Calculus course content for engineering students located in Lima and other regions of the country. Based on active methodologies and educational ethics. The proposal was evaluated during 2025. The results indicate that 95.2% of students used the tool effectively, with 97.6% satisfaction in motivation and ease of access. The study concludes that m-Learning acts as a bridge for educational equity, reducing the digital divide and improving student engagement in the Calculus course of the engineering faculty.

Working at height continues to be one of the main causes of accidents in the construction sector due to low knowledge retention and the limited practical application of traditional training methods. This study develops and validates a training procedure that integrates and immersive Virtual Reality environments to improve learning and knowledge retention among workers on multifamily housing projects in Lima. The methodology consisted of analyzing existing literature, diagnosing the current process through surveys and interviews with HSE professionals, field staff, and operators, and designing a virtual environment based on lessons learned from previous projects. The proposal was implemented in a pilot project and evaluated through pre- and post-training tests. The findings indicate that low knowledge retention is the main limitation of current training and the use of immersive environments significantly improves participant performance, achieving an increase of up to 31.6% in evaluation scores after the implementation of the proposal. In conclusion, the proposed procedure is shown to be an effective alternative for improving the understanding and application of safety protocols for working at height, contributing to risk reduction and the reinforcement of on-site training.