The purpose of this study was to evaluate the relationship between motivation and meaningful learning for university students through m-learning. The implementation of m-learning in the learning process followed the ARCS model and was evaluated using the Instructional Materials Motivation Survey (IMMS). The Google Science Journal mobile application was used by the students in this study to determine the acceleration vector of a previously selected motor vehicle. The IMMS allowed us to measure the motivation of the kinematics and dynamics students from the Civil Engineering Department at Universidad Católica del Maule. The instrument's reliability was measured using Cronbach's α, giving an overall value of 0.89. The implementation of m-learning in university classrooms was positively valued by the majority of students surveyed, and it increased the percentage of students who achieved the expected learning objectives compared to previous versions of the course (without m-learning). Finally, this study provides a validated measurement model and solid scientific references, which aim to stimulate the use of m-learning. It has been shown that the implementation of m-learning favorably stimulates students, their interest in learning kinematics, and their confidence in themselves.

中文翻译：

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M-learning 适应 ARCS 动机模型并应用于运动学课程

本研究旨在通过移动学习评估大学生学习动机与有意义学习之间的关系。移动学习在学习过程中的实施遵循 ARCS 模型，并使用教学材料动机调查 (IMMS) 进行评估。本研究中的学生使用 Google Science Journal 移动应用程序来确定先前选择的机动车辆的加速度矢量。IMMS 使我们能够衡量来自 Universidad Católica del Maule 土木工程系的运动学和动力学学生的动机。使用 Cronbach's α测量仪器的信度，总值为 0.89。大多数接受调查的学生都对在大学课堂上实施移动学习给予积极评价，与以前的课程版本（没有移动学习）相比，它提高了达到预期学习目标的学生百分比。最后，本研究提供了一个经过验证的测量模型和可靠的科学参考，旨在促进移动学习的使用。事实表明，移动学习的实施可以有效地激发学生对学习运动学的兴趣和对自己的信心。