The use of virtual resources to facilitate learning research skills and techniques in undergraduate students is essential for their professional training. For this reason, the objective of this article is to determine the influence of virtual tutorials on the writing of research reports in business students in the virtual education modality. The article describes a longitudinal descriptive research design, analyzing the results obtained by students in the writing of their research reports during the years 2016, 2017, 2018, and 2019. It is evaluated quantitatively by the learning achievements of each defined criterion and qualitatively based on the expert judgment of 8 teachers with experience in the development of research subjects in undergraduate and postgraduate. The results show a favorable evolution in each of the criteria for measuring the quality of research report writing, with the highest achievement being the correct writing of bibliographic citations, with 92% of the students. The criterion that reached the lowest level of achievement is the fulfillment of activities according to the teacher's indications, reaching only the Regular level with 87% of the students. For these results, video tutorials positively influence writing research reports of business students in the virtual study modality.