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

Argitalpen urtea: 2019

Alea: 56

Zenbakia: 4

Orrialdeak: 412-422

Mota: Artikulua

DOI: 10.1080/14703297.2019.1579665 DIALNET GOOGLE SCHOLAR

Beste argitalpen batzuk: Innovations in education and teaching international


Jasotako aipamenak

  • Aipamenak Scopus atarian: 26 (12-09-2023)
  • Aipamenak Dialnet Métricas atarian: 6 (21-09-2023)
  • Aipamenak 'Web of Science' atarian: 19 (15-09-2023)
  • Aipamenak Dimensions atarian: 31 (31-03-2023)

JCR (Journal Impact Factor)

  • Urtea 2019
  • Aldizkariaren eragin faktorea: 0.993
  • Aldizkariaren eragin faktorea auto-aipamenik gabe: 0.948
  • Article influence score: 0.288
  • Kuartil nagusia: Q4
  • Arloa: EDUCATION & EDUCATIONAL RESEARCH Kuartila: Q4 Postua arloan: 204/263 (Edizioa: SSCI)

SCImago Journal Rank

  • Urtea 2019
  • Aldizkariaren SJR eragina: 0.661
  • Kuartil nagusia: Q2
  • Arloa: Education Kuartila: Q2 Postua arloan: 346/1616


  • Gizarte Zientziak: A

Scopus CiteScore

  • Urtea 2019
  • Aldizkariaren CiteScore-a: 2.6
  • Arloa: Education Pertzentila: 78

Journal Citation Indicator (JCI)

  • Urtea 2019
  • Aldizkariaren JCI eragina: 1.16
  • Kuartil nagusia: Q2
  • Arloa: EDUCATION & EDUCATIONAL RESEARCH Kuartila: Q2 Postua arloan: 201/723


(31-03-2023 datan eguneratutako datuak)
  • Aipamenak guztira: 31
  • Azken hitzorduak: 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.