Social networks to promote motivation and learning in higher education from the students’ perspective.

  1. David Hortigüela Alcalá 1
  2. José Sánchez Santamaría 2
  3. Ángel Pérez Pueyo 3
  4. Víctor Abella García 1
  1. 1 Universiry of Burgos
  2. 2 University of Castilla La Mancha
  3. 3 Universidad de León

    Universidad de León

    León, España


Innovations in education and teaching international

ISSN: 1470-3297

Any de publicació: 2019

Volum: 56

Número: 4

Pàgines: 412-422

Tipus: Article

DOI: 10.1080/14703297.2019.1579665 DIALNET GOOGLE SCHOLAR

Altres publicacions en: Innovations in education and teaching international


Cites rebudes

  • Cites en Scopus: 26 (12-09-2023)
  • Cites en Dialnet Métricas: 6 (21-09-2023)
  • Citas en Web of Science: 19 (15-09-2023)
  • Cites en Dimensions: 31 (31-03-2023)

JCR (Journal Impact Factor)

  • Any 2019
  • Factor d'impacte de la revista: 0.993
  • Factor d'impacte sense autocites: 0.948
  • Article influence score: 0.288
  • Quartil major: Q4
  • Àrea: EDUCATION & EDUCATIONAL RESEARCH Quartil: Q4 Posició en l'àrea: 204/263 (Edició: SSCI)

SCImago Journal Rank

  • Any 2019
  • Impacte SJR de la revista: 0.661
  • Quartil major: Q2
  • Àrea: Education Quartil: Q2 Posició en l'àrea: 346/1616


  • Ciències Socials: A

Scopus CiteScore

  • Any 2019
  • CiteScore de la revista: 2.6
  • Àrea: Education Percentil: 78

Journal Citation Indicator (JCI)

  • Any 2019
  • JCI de la revista: 1.16
  • Quartil major: Q2
  • Àrea: EDUCATION & EDUCATIONAL RESEARCH Quartil: Q2 Posició en l'àrea: 201/723


(Dades actualitzats a data de 31-03-2023)
  • Cites totals: 31
  • Cites recents: 23
  • Field Citation Ratio (FCR): 25.81


Social networks have a significant presence in universities. More and more teachers are showing an interest in taking advantage of the possibilities they offer for university learning. An empirical study was carried out. The research hypothesis was: the pedagogical use of Twitter and Instagram improves students’ motivation and learning. The sample was constituted of 197 students from two different classes, all of whom received tuition in a subject known as Physical Education and its Didactics. A quasi-experimental design was implemented, involving a pre-test and a post-test with an experimental group (n = 100) and a non-equivalent control group (n = 97). The data was collected by means of a questionnaire. A factor analysis and an ANOVA were applied. The pedagogical use of Twitter and Instagram bore a significant influence, increasing both student motivation and involvement, as well as their degree of achievement. The impact of the factors of age and use of these tools outside of the classroom on the body of knowledge acquired by students was significant. This is in line with the evidence that suggests that social networks are very useful for fostering the teaching-learning process.