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

Ano de publicación: 2019

Volume: 56

Número: 4

Páxinas: 412-422

Tipo: Artigo

DOI: 10.1080/14703297.2019.1579665 DIALNET GOOGLE SCHOLAR

Outras publicacións en: Innovations in education and teaching international


Citas recibidas

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

JCR (Journal Impact Factor)

  • Ano 2019
  • Factor de impacto da revista: 0.993
  • Factor de impacto sen autocitas: 0.948
  • Article influence score: 0.288
  • Cuartil maior: Q4
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q4 Posición na área: 204/263 (Edición: SSCI)

SCImago Journal Rank

  • Ano 2019
  • Impacto SJR da revista: 0.661
  • Cuartil maior: Q2
  • Área: Education Cuartil: Q2 Posición na área: 346/1616


  • Ciencias Sociais: A

Scopus CiteScore

  • Ano 2019
  • CiteScore da revista: 2.6
  • Área: Education Percentil: 78

Journal Citation Indicator (JCI)

  • Ano 2019
  • JCI da revista: 1.16
  • Cuartil maior: Q2
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q2 Posición na área: 201/723


(Datos actualizados na data de 31-03-2023)
  • Total de citas: 31
  • Citas recentes: 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.