Abstract

This study describes the second iteration of VLEPIC, a gamified and personalised virtual learning environment (VLE) for secondary English students in Ecuador. Adopting a design-based research approach, it focuses on student interaction and system improvement. A mixed-methods design combined survey results, digital logs, and student comments. Results indicated acceptable usability; however, log data showed that platform use was episodic and task-oriented, with no evidence of daily use. Instead, students logged in repeatedly for specific tasks, and participation declined towards the end. Feedback pointed to mobile reading issues, slow loading times, and confusion around task submission. These findings refine design principles (DPs) for schools with limited resources. The resulting priorities are to design for frequent re-entry, simplify task submission, and present progress more clearly. Together, these DPs offer practical guidance for VLEs in such settings. They illustrate how design can support continuity, reduce uncertainty, and sustain learning routines when access is interrupted.

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