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7. Referencias y Bibliografía

 
  • Al-Adwan, A. S., Al-Adwan, A., & Berger, H. (2018). Solving the mystery of mobile learning adoption in higher education. Int. J. Mobile Communications, 16(1), 24-49. https://doi.org/10.1504/ijmc.2018.10007779
  • Alhumaid, K. (2021). Developing an educational framework for using mobile learning during the era of COVID-19. International Journal of Data and Network Science, 5(3), 215-230. https://doi.org/10.5267/j.ijdns.2021.6.012
  • Almaiah, M. A., Alamri, M. M., & Al-Rahmi, W. (2019). Applying the UTAUT Model to Explain the Students' Acceptance of Mobile Learning System in Higher Education. IEEE Access, 7, 174673-174686. https://doi.org/10.1109/ACCESS.2019.2957206
  • Arain, A.CA., Hussain, Z., Rizvi, W.CH., & Vighio, M.CS. (2018). An analysis of the influence of a mobile learning application on the learning outcomes of higher education students. Univ. Access Inf. Soc., 17, 325-334. https://doi.org/10.1007/s10209-017-0551-y
  • Aznar-Díaz, I., Cáceres-Reche, M. P., & Romero-Rodríguez, J. M. (2018). Effect of the mobile learning methodology in university education: meta-analysis of the research published in WOS and Scopus. RISTI. Revista Ibérica de Sistemas y Tecnologías de la Información, 30, 1-16. https://doi.org/10.17013/risti.30.1–16
  • Benali, M., & Ally, M. (2020). Towards a Conceptual Framework Highlighting Mobile Learning Challenges. Int J Mob B Learn., 12(1), 4. https://doi.org/10.4018/IJMBL.2020010104
  • Berns, A., & Reyes, S. (2021). A Review of Virtual Reality-Based Language Learning Apps. RIED: revista iberoamericana de educación a distancia, 24(1), 159-177. https://doi.org/10.5944/ried.24.1.27486
  • Bonet, A., Meier, C., Saorín., De la Torre, J., & Carbonell, C. (2017). Tecnologías de diseño y fabricación digital de bajo coste para el fomento de la competencia creativa. Arte, Individuo y Sociedad, 29(1), 89-104. https://doi.org/10.5209/ARIS.51886
  • Brenes, O. L., Salas, I., & Valerio, C. (2014). Razones y consideraciones para la implementación del aprendizaje móvil en la UNED: realidades y desafíos. Innovaciones educativas, 16(21), 31-41. https://doi.org/10.22458/ie.v16i21.660
  • Caldeiro-Pedreira, M. C., Yot-Domínguez, C., & Castro-Zubizarreta, A. (2018). Detection of mobile devices-based good educational practices in primary school. Prisma Social, 20, 58-75.
  • Chang, W. H., Liu, Y. C., & Huang, T. H. (2017). Perceptions of learning effectiveness in Mlearning: scale development and student awareness. Journal of Computer Assisted Learning, 33, 461-472. https://doi.org/10.1111/jcal.12192
  • Chao, C. M. (2019). Factors Determining the Behavioral Intention to Use Mobile Learning: An Application and Extension of the UTAUT Model. Frontiers in Psychology, 10, 1652. https://doi.org/10.3389/fpsyg.2019.01652
  • Chavoshi, A., & Hamidi, H. (2019). Social, individual, technological and pedagogical factors influencing mobile learning acceptance in higher education: A case from Iran. Telematics and Informatics, 38, 133–165. https://doi.org/10.1016/j.tele.2018.09.007
  • De la Nuez, G., & Sánchez, J. A. (2014). Innovar para educar: Uso de los dispositivos móviles en la enseñanza y aprendizaje del inglés. Historia y Comunicación Social, 19, 771-779. https://doi.org/10.5209/rev_HICS.2014.v19.45001
  • Fagan, M. H. (2019). Factors Influencing Student Acceptance of Mobile Learning in Higher Education. Comput Sch., 36(2), 105-121. https://doi.org/10.1080/07380569.2019.1603051
  • Félix, V., Mena, L., Camacho, Y., Melgarejo, A., Ostos, R., & Aguirre, M. (2014). Uso de Aplicación Móvil como Auxiliar Terapéutico en Niños con Discapacidades en la Comunicación y Comprensión del Lenguaje: Disfasia. En A. R. García, F. J. Álvarez y M. Sánchez (Eds.), Avances en las tecnologías de la Información y Comunicaciones (pp. 269-275). México: Alfa-Omega.
  • Fombona, J., & Vázquez, E. (2017). Posibilidades de utilización de la geolocalización y realidad aumentada en el ámbito educativo. Educación XX1: Revista de la Facultad de Educación, 20(2), 319-342. https://doi.org/10.5944/educxx1.19046
  • Foti, M. K., & Méndez, J. (2014). Mobile Learning: How Students Use Mobile Devices to Support Learning. Journal of Literacy and Technology, 15(3), 58-78.
  • Gómez-Ramírez, I., Valencia-Arias, A., & Duque, L. (2019). Approach to M-learning Acceptance Among University Students: An Integrated Model of TPB and TAM. International Review of Research in Open and Distributed Learning, 20(3), 141-164. https://doi.org/10.19173/irrodl.v20i4.4061
  • González-Fernández, N., & Salcines-Talledo, I. (2015). El Smatphone en los procesos de enseñanza-aprendizaje-evaluación en Educación Superior. Percepciones de docentes y estudiantes. RELIEVE, 21(2), 1-20. https://doi.org/10.7203/relieve.21.2.7480
  • González-Fernández, N., & Salcines-Talledo, I. (2017). Mobile learning in the grade of children education. A good practice in the University of Cantabria. Infancia, Educación y Aprendizaje (IEYA), 3(2), 71-76. https://doi.org/10.22370/ieya.2017.3.2.702
  • Hamidi, H., & Chavoshi, A. (2018). Analysis of the essential factors for the adoption of mobile learning in higher education: A case study of students of the University of Technology. Telematics and Informatics, 35, 1053–1070. https://doi.org/10.1016/j.tele.2017.09.016
  • Hoi, V. N. (2020). Understanding higher education learners’ acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach. Computers & Education, 146, 103761. https://doi.org/10.1016/j.compedu.2019.103761
  • Irugalbandara, T. C., & Fernando, M. S. D. (2019). Context aware adaptive mobile learning framework for bottom of pyramid people (BOP). Int J Adv Appl Sci., 6(12), 27-40. https://doi.org/10.21833/ijaas.2019.12.004
  • Jahnke, I., & Liebscher, J. (2020). Three types of integrated course designs for using mobile technologies to support creativity in higher education. Computers & Education, 146, 103782. https://doi.org/10.1016/j.compedu.2019.103782
  • Kellam, H. (2020). Structure and delivery for mobile learning experiences: Marrying informal flexibility with formal stability. International Journal of Online Pedagogy and Course Design, 10(1), 15-33. https://doi.org/10.4018/IJOPCD.2020010102
  • Khan, S. H., Oiriddine, B., Kettunen, J., & Gregory, S. (2019). A Phenomenographic Research Study of Students’ Conceptions of Mobile Learning: An Example From Higher Education. Sage OPEN, 1-17. https://doi.org/10.1177/2158244019861457
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  • Melo, M., Arias, J., & Contreras, J. A. (2017). Gamificación y Educación Móvil en la Universidad. En L.P. Reis., A. Rocha., B. Alturas., C. Costa y M.P. Cota (Eds.), 12th Iberian Conference on Information Systems and Technologies, CISTI 2017. Libro de actas (pp. 1-6). Portugal: IEEE Computer Society.
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  • Moreno, N. M., & Leiva, J. J. (2017). Experiencias formativas de uso didáctico de la realidad aumentada con alumnado del grado de educación primaria de la Universidad de Málaga. EDMETIC, Revista de Educación Mediática y TIC, 6(1), 81-104.
  • Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49(3), 581-596. https://doi.org/10.1016/j.compedu.2005.10.011
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  • Nguyen, L., Barton, S. M., & Nguyen, L. T. (2015). IPads in higher education – Hype and hope. British Journal of Educational Technology, 46(1), 190-203.
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