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.

The rushed introduction of online education for universities because of the current covid-19 health crisis, has started to affect the quality of education for millions of students around the world. This pandemic has emphasized the need to improve the teaching process through the use of innovating educational tools, such as mobile augmented reality (mAR). This pilot study intends to evaluate the relationship between motivation and meaningful learning for university students through mAR, as well as the effects and implications of its use how supporting teaching activities in an Industrial Design and Technical Drawing course. A quantitative method research approach was applied to collect, process, and analyze the research data of the students’ perception under the health restrictions caused by the current pandemic, using the Instructional Materials Motivation Survey (IMMS). The total number of questionnaires collected was 96, applied to students of the Industrial Engineering major at Universidad Católica del Maule in Chile. The instrument’s reliability was measured using Cronbach’s alpha, giving an overall value of 0.89. The implementation of an instructional model called ARCS (Attention-Relevance-Confidence-Satisfaction) was achieved. The implementation of mRA was positively valued by most of the students surveyed. An increase the percentage of students who achieved the expected learning objectives was found, in compared to previous versions of the course (without mAR). Finally, the results demonstrate a positive relation between mAR and the learning level achieved by students. There was no evidence of negative effects under the particular imposed conditions, because of sanitary restrictions when implementing the mAR.

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<p>The mobile augmented reality (M-AR) besides being a booming computer technology is an innovative tool that can support the pedagogical process in university classrooms, that is why the present research aims to show a methodological proposal for its implementation, in order to facilitate the learning of spatial reasoning of students, through the visualization and manipulation of three-dimensional virtual objects, promoting the motivation of learning knowledge and topics of the course of industrial design and technical drawing for the career of industrial engineering. A collection of geometric figures has been elaborated with the help of technological tools such as 2D and 3D modeling software, computer-aided design software and augmented reality application software. An updated methodology is proposed, available to any teacher, oriented to the stimulation of mental processes related to spatial reasoning of students, which integrates technological tools in the didactics of the dihedral system and the different graphic projections.</p>