This research analyzes the perceptions of psychology students from the Virtual Andean Area University Foundation in the face of a digital literacy course based on virtual learning environments. The methodological procedure is based on a cross-sectional descriptive quantitative approach. The sample is 131 students between 16 and 54 years old belonging to socioeconomic strata from 1 to 4. To collect information, a questionnaire was designed and validated that measures the perception of learning digital content. The results show that the level of schooling prior to the beginning of the course is a variable that can affect students' perceptions of it.