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

Datum der Publikation: 2019

Ausgabe: 56

Nummer: 4

Seiten: 412-422

Art: Artikel

DOI: 10.1080/14703297.2019.1579665 DIALNET GOOGLE SCHOLAR

Andere Publikationen in: Innovations in education and teaching international


Zitate erhalten

  • Zitate in Scopus: 26 (12-09-2023)
  • Zitate in Dialnet Metriken: 6 (21-09-2023)
  • Zitate in 'Web of Science': 19 (15-09-2023)
  • Zitate in Dimensions: 31 (31-03-2023)

JCR (Journal Impact Factor)

  • Jahr 2019
  • Impact Factor der Zeitschrift: 0.993
  • Impact Factor ohne Selbstzitierung: 0.948
  • Article influence score: 0.288
  • Höchstes Quartil: Q4
  • Bereich: EDUCATION & EDUCATIONAL RESEARCH Quartil: Q4 Position im Bereich: 204/263 (Ausgabe: SSCI)

SCImago Journal Rank

  • Jahr 2019
  • Impact SJR der Zeitschrift: 0.661
  • Höchstes Quartil: Q2
  • Bereich: Education Quartil: Q2 Position im Bereich: 346/1616


  • Sozialwissenschaften: A

Scopus CiteScore

  • Jahr 2019
  • CiteScore der Zeitschrift: 2.6
  • Bereich: Education Perzentil: 78

Journal Citation Indicator (JCI)

  • Jahr 2019
  • JCI der Zeitschrift: 1.16
  • Höchstes Quartil: Q2
  • Bereich: EDUCATION & EDUCATIONAL RESEARCH Quartil: Q2 Position im Bereich: 201/723


(Aktualisierte Daten ab 31-03-2023)
  • Gesamtzitate: 31
  • Letzten Termine: 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.