Abstract
This paper has as aim to describe the perception of higher-level students about the importance of affectivity in virtual environments. This study had a quantitative research focus with a cross-sectional descriptive scope and a participation of 110 students. A typical performance instrument was used whose reliability was calculated using Cronbach’s alpha (0.970). The results show that 85% of the higher-level student’s considerer important the implementation of affectivity in the teaching learning process; also, it was detected as opportunity area that teachers can give a more precise accompaniment to academic performance of the students, this with the objective to being able to avoid anguish or desertions when working remotely. The results are important to consider in future training to development of affective competences in virtual environments to higher-level students and teachers.
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