Abstract
Abstract: This paper analyzes the influence of a virtual classroom with a lightboard on the pedagogical impact generated in students of two synchronous engineering courses taught during the Covid 19 pandemic. A technology acceptance model analyzed the influence of the virtual classroom with lightboard, the central core of analysis being the students' learning satisfaction. The results show that the ease of receiving the lectures for students, the teacher's chosen methodology, and the support material positively influence the student's learning process. The lightboard supports all these influence factors, being a helpful tool for teachers. Also, in virtual lectures, it is relevant that the student has a good Internet connection, stable power supply, and other elements that allow him/her to participate in all synchronous lectures and develop asynchronous activities.
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