Exploring the Impact of Virtual Learning Environments on Social Interaction and Academic Performance in China
DOI:
https://doi.org/10.53797/ujssh.v4i1.25.2025Keywords:
Virtual learning environments, social interaction, academic performance, self-regulation, technological literacyAbstract
This study investigates the impact of virtual learning environments (VLEs) on social interaction and academic performance among university students in China. As online education continues to grow in prominence, understanding the factors that influence student success in VLEs is crucial. The research explores the relationship between social interaction (including peer and instructor interactions), self-regulation, technological literacy, and academic performance. A quantitative approach was employed, using a structured questionnaire to collect data from 300 university students. The results reveal that frequent interactions with peers and instructors positively correlate with academic performance. Additionally, self-regulation, including time management, goal setting, and motivation, emerged as significant predictors of academic success. Technological literacy also played a crucial role, with students demonstrating higher digital competence performing better academically. However, the sense of community in virtual environments did not significantly correlate with academic outcomes. The findings suggest that while social interaction and course structure are important, self-regulation and technological skills are pivotal for academic success in virtual learning settings. The study highlights the need for universities to focus on fostering digital literacy and supporting self-regulation to optimize the learning experience in VLEs. These insights have implications for educators and policymakers aiming to enhance online learning experiences and improve student performance in digital education environments.
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Copyright (c) 2025 Na Li, Mohd Yusof Abdullah
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