Abstract

M-learning is a pedagogical tool that involves the active and dominant presence of mobile technologies in the classroom, demonstrating its effectiveness in meaningful learning, which is why its implementation is increasingly common by university professors. The purpose of this study is to investigate the relationship between motivation and learning in university students through m-learning. The Google Science Journal mobile application was used by students to determine the magnitude and direction of the acceleration vector of a previously selected motor vehicle under the ARCS instructional model. The motivation of university students was measured with the Instructional Material Motivational Survey (IMMS) instrument, which was applied to a group of 15 students from the Civil Engineering career at the Universidad Católica del Maule. The reliability of the instrument was determined by Cronbach's alpha, giving an overall value of 0.89. The results suggest that the implementation of m-learning in university classrooms was positively valued by the majority of the students surveyed, as well as an increase in the percentage of students who achieved the expected learning compared to previous versions of the course, where the proposed methodology was not implemented. Teachers provide a validated measurement model, as well as solid scientific references that aim to stimulate the use of m-learning, as it has been shown that its implementation favorably stimulates students, as well as their interest in learning and confidence in themselves.