Influence of mobile microlearning on the retention of specialised knowledge in university courses

Abstract

The incorporation of mobile technologies in higher education transformed teaching and learning processes, enabling new modalities such as mobile microlearning. This study aimed to determine the influence of mobile microlearning on the retention of specialized knowledge among university students. The research followed a quantitative approach with qualitative elements, based on an empirical, quasi-experimental design, conducted in three Ecuadorian universities: Universidad de las Fuerzas Armadas ESPE, Universidad Agraria del Ecuador, and Universidad de Guayaquil. The sample included 200 students and 30 faculty members. A seven-item questionnaire was administered as a pretest and posttest for students, while semi-structured interviews were conducted with faculty. Pretest results indicated medium or slightly negative levels of knowledge retention through mobile microlearning. Conversely, posttest findings revealed significant improvements, showing highly positive perceptions of comprehension, motivation, and specialized knowledge retention. Faculty interviews confirmed the positive impact of mobile microlearning on student motivation, academic interaction, and digital competence development. In conclusion, mobile microlearning positively influenced the retention of specialized knowledge, establishing itself as an effective, flexible pedagogical strategy aligned with contemporary technological demands in higher education.