David Hugo Bernedo-MoreiraYesenia Tania Loayza-ApazaJaime Natanael Gonzales LópezJessica Karina Saavedra-VasconezAlvaro Rafael Barrientos-AlfaroRafael Romero-Carazas2026-03-222026-03-22202410.56294/mr2024124https://doi.org/10.56294/mr2024124https://andeanlibrary.org/handle/123456789/52039Citaciones: 2In recent decades, the accelerated advance of digital technologies has profoundly transformed educational processes, promoting the expansion of virtual learning environments that transcend physical and temporal barriers.Objective: To determine the relationship between the role of artificial intelligence in the adaptation of students to virtual educational environments.Methodology: Quantitative and correlational, non-experimental design. Simple random sampling, with a sample of 376 university students who had studied at least one semester in virtual mode. Data collection was done through structured surveys with Likert-type scales, designed to evaluate the use of AI tools and the level of adaptation of the students.Results: AI in virtual educational environments showed a significant relationship with student adaptation, facilitating access to information and offering personalized learning experiences.Conclusions: AI enabled personalization of educational experiences, improving accessibility and making them more interactive. AI-powered learning assistants fostered active participation and greater understanding of content. The importance of avoiding over-reliance on AI tools and promoting interdisciplinary collaboration and real-time feedback to continuously improve educational environments was highlighted.enAdaptation (eye)PsychologyCognitive scienceComputer scienceHuman–computer interactionarticle