Abstract

The purpose of this study is to evaluate undergraduate students' perception froma statistics course on learning objects and the degree of association betweentheir perception level and sociodemographic characteristics. In this nonexperimental descriptive study, with a quantitative approach, an instrument wasapplied to 1042 students to evaluate DLRs, and data analysis was made using themedian and interquartile range by item and subscale. A contrast test was carried out considering a value proposed by subscale and item, analyzing associationsbetween sociodemographic variables and the means of use for the DLRs with thescale and subscale scores. 100% of the students positively valued functionality,design, and learning, meaning DLRs facilitate learning outcomes. As for thecooperation subscale, only 42.6% of the students valued the DLRs positively,meaning the collaborative work methodology must be strengthened. Weak butsignificant associations were found with the variables "Student's Internet speed","Used DLR on a mobile phone", and "Degree Program". These results suggest thatthe perceived value of DLRs stems not only from their usability but from theiralignment with disciplinary learning. The limited perception of cooperation mayreflect the challenges of asynchronous online learning. Broader digital access andcollaborative strategies should be considered in future designs. The DLRsdesigned were, in general, a learning resource that was accepted by the students