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.