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

Année de publication: 2019

Volumen: 56

Número: 4

Pages: 412-422

Type: Article

DOI: 10.1080/14703297.2019.1579665 DIALNET GOOGLE SCHOLAR

D'autres publications dans: Innovations in education and teaching international


Cité par

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

JCR (Journal Impact Factor)

  • Año 2019
  • Factor de impacto de la revista: 0.993
  • Factor de impacto sin autocitas: 0.948
  • Article influence score: 0.288
  • Cuartil mayor: Q4
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q4 Posición en el área: 204/263 (Edicion: SSCI)

SCImago Journal Rank

  • Año 2019
  • Impacto SJR de la revista: 0.661
  • Cuartil mayor: Q2
  • Área: Education Cuartil: Q2 Posición en el área: 346/1616


  • Ciencias Sociales: A

Scopus CiteScore

  • Año 2019
  • CiteScore de la revista: 2.6
  • Área: Education Percentil: 78

Journal Citation Indicator (JCI)

  • Año 2019
  • JCI de la revista: 1.16
  • Cuartil mayor: Q2
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q2 Posición en el área: 201/723


(Datos actualizados a fecha de 31-03-2023)
  • Citas totales: 31
  • Citas recientes: 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.