2026-05-30T03:07:30Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/352562026-02-03T11:13:26Zcom_10630_2254col_10630_37953

The impact of the M-learning methodology on university students. Romero-Ramos, Óscar Fernández-Rodríguez, Emilio López-Fernández, Iván Merino-Marban, Rafael Benítez-Porres, Javier Investigación activa en educación Estudiantes universitarios - Conocimientos Our goal in this paper is to analyze the impact of the implementation of M-Learning methodology on the motivation and assimilation of academic contents. A total of 283 university students participated in our study. They were assessed on two different occasions. For the assessment, a 10-question multiple-answer test set up in the Socrative mobile applications was used. To take into consideration the students’ opinion on the experiment a satisfaction survey was used. The results from the global satisfaction survey show that the M-Learning methodology is perceived as a motivating tool (74.6%) which generates a more pleasant environment in the classroom (71%), increases student satisfaction attending classes (80.5%) and helps students acquire learning contents better (72.5%). The repetition and frequency of use of the application increased the final score in all groups (initial-final assessment: 5.9 vs 7.4 points). Data obtained suggest that the M-Learning methodology as a facilitator of content assimilation is useful in the academic environment and is a useful tool for improving the teaching-learning process too. 2024-11-22T09:41:13Z 2024-11-22T09:41:13Z 2022 journal article Romero-Ramos, O., Fernández-Rodríguez, E., López-Fernández, I., Merino-Marbán, R., & Benítez-Porres, J. (2022). The Impact of the M-Learning methodology on university students. Journal of Technology and Science Education, 12(1), 121-131. https://doi.org/10.3926/jotse.1422 https://hdl.handle.net/10630/35256 10.3926/jotse.1422 eng http://creativecommons.org/licenses/by-nc/4.0/ open access Attribution-NonCommercial 4.0 Internacional OmniaScience