Valentín, AlbertoMateos, Pedro M.González-Tablas, María MarPérez Sánchez, LourdesLópez, EstrellaGarcía, Inmaculada2024-09-122024-09-122013Valentín, A., Mateos, Pedro. M., González-Tablas, María M., Pérez Sánchez, L., López, E. y García. I. (2013): Motivation and learning strategies in the use of ICTs among university students. En Computers & Education, Vol. 61, pp. 52-58. https://doi.org/10.1016/j.compedu.2012.09.0080360-1315https://doi.org/10.1016/j.compedu.2012.09.008https://hdl.handle.net/20.500.14468/23722article published by Elsevier in "Computers & Education" on 2013, available online: https://doi.org/10.1016/j.compedu.2012.09.008 artículo publicado por Elsevier en "Computers & Education" en 2013, disponible en línea: https://doi.org/10.1016/j.compedu.2012.09.008Within the European Higher Education Area (EHEA) considerable efforts are being made to promote the incorporation of Information and Communication Technology (ICTs) in Higher Education (HE), together with placing emphasis on the cognitive and motivational components underlying learning. The objectives of this research were to analyze: (a) the relationship between different uses of ICTs and the learning outcomes and (b) the relationship between learning strategies and motivation and the use of ICTs. Four factors explain 57.4% of the total variance of the types of use of ICTs. It is possible to discern four patterns of use of ICTs (Social, Technical, Academic and Educational Platforms). Our results show significant associations of the different uses of ICT with expectations of improved performance and satisfaction. In addition, the Educational Platform Use (EPU) is linked to performance. In turn, the EPU is predicted by learning strategies and motivation variables which point to primarily motivational components. The results are discussed in relation to the difficulties inherent in the process of implementing the EHEA.eninfo:eu-repo/semantics/restrictedAccess58 Pedagogíaartículo