Abstract. Motivation can influence the success of the teaching-learning process. The use of Information and Communication Technologies (ICTs) in education is increasingly common. In fact, their presence is very appealing and can improve learning. This study aims to analyze the relationship between the intrinsic motivation of university students and their learning styles, where variables such as gender and the universities they attend can be essential. To this end, the responses provided in the Intrinsic Motivation Inventory (IMI) and the Felder-Silverman Learning Styles Inventory were considered, with a sample of 272 students from two different universities. Both questionnaires were completed online, allowing access from any device with an internet connection. Once the data obtained were analyzed, a high correlation was observed between the six dimensions of the motivation questionnaire. This correlation does not apply to the Felder-Silverman test, where there is little correspondence between the eight styles of the inventory. Furthermore, a clear relationship was observed between two learning styles (visual and reflective) and intrinsic motivation. It is worth noting that when examining the variables related to the university attended by the students and their gender, certain differences emerged, such as the prevalence of some learning styles among male participants.
How to cite. Navarro, Ó., Sánchez-Verdejo, F. J., Anguita, J. M., & González, Á. L. (2020). Motivation of university students towards the use of information and communication technologies and their relationship to learning styles. International Journal of Emerging Technologies in Learning (iJET), 15(15), 202–218. https://doi.org/10.3991/ijet.v15i15.14347
