<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000100183</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2452</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de herramientas tecnológicas en el Colegio de Bachilleres para el entusiasmo y la satisfacción durante el curso de Geografía]]></article-title>
<article-title xml:lang="en"><![CDATA[Using technological tools at the Colegio de Bachilleres for enthusiasm and satisfaction during the Geography course]]></article-title>
<article-title xml:lang="pt"><![CDATA[Utilizando ferramentas tecnológicas na Faculdade de Bacharelado para gerar entusiasmo e satisfação durante o curso de Geografia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Barrón]]></surname>
<given-names><![CDATA[Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Filosofía y Letras ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100183&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio se originó a partir del creciente interés por comprender cómo las tecnologías digitales están incidiendo en los procesos de enseñanza y aprendizaje. El objetivo del artículo es analizar la relación entre el uso de las redes sociales y los dispositivos móviles con la satisfacción y el entusiasmo de 38 estudiantes en el curso de Geografía II, durante el ciclo escolar 2024. Los resultados de la regresión lineal muestran que un rol activo en plataformas como TikTok y el empleo de dispositivos móviles tienen un impacto positivo en las variables de satisfacción y entusiasmo del grupo de participantes. Los resultados del análisis de nube de palabras indican que los estudiantes perciben a la red social TikTok como una herramienta atractiva y popular, en la cual se puede acceder a información educativa de manera rápida y sencilla. A su vez, reconocen que también puede perjudicar el proceso de aprendizaje. Los dispositivos móviles son ampliamente valorados por su facilidad de uso, así como por contribuir en la realización de tareas en cualquier momento y lugar. En conclusión, la investigación sugiere que la integración de tecnologías digitales en el aula, como las redes sociales y los dispositivos móviles, puede ser una herramienta efectiva para aumentar la satisfacción y el entusiasmo de los estudiantes en el proceso de enseñanza de la geografía. La labor del docente es fomentar un uso responsable de estas herramientas para potenciar sus beneficios educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study originated from the growing interest in understanding how digital technologies are impacting teaching and learning processes. The objective of the article is to analyze the use of social media and mobile devices in relation to the satisfaction and enthusiasm of 38 students in the Geography II course during the 2024 school year. The results of the linear regression indicate that an active role on platforms such as TikTok and the use of mobile devices have a positive impact on the participants' satisfaction and enthusiasm variables. The results of the word cloud analysis indicate that students perceive the social media platform TikTok as an attractive and popular tool in which educational information can be accessed quickly and easily; at the same time, they recognize that it can also be detrimental to the learning process. Mobile devices are widely valued for their ease of use, as they facilitate task completion at any time and place. In conclusion, the research suggests that the integration of digital technologies in the classroom, such as social media and mobile devices, can be an effective tool to increase students' satisfaction and enthusiasm in the teaching process of geography. It is the teachers' role to promote the responsible use of these tools to enhance their educational benefits.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo surgiu do crescente interesse em compreender como as tecnologias digitais estão impactando os processos de ensino e aprendizagem. O objetivo deste artigo é analisar a relação entre o uso de mídias sociais e dispositivos móveis e a satisfação e o entusiasmo de 38 alunos do curso de Geografia II durante o ano letivo de 2024. Os resultados da regressão linear mostram que o papel ativo em plataformas como o TikTok e o uso de dispositivos móveis têm um impacto positivo nas variáveis &#8203;&#8203;de satisfação e entusiasmo do grupo de participantes. Os resultados da análise da nuvem de palavras indicam que os alunos percebem a plataforma de mídia social TikTok como uma ferramenta atraente e popular, onde informações educacionais podem ser acessadas de forma rápida e fácil. Ao mesmo tempo, eles reconhecem que ela também pode dificultar o processo de aprendizagem. Os dispositivos móveis são amplamente valorizados por sua facilidade de uso, bem como por ajudar os alunos a realizar tarefas a qualquer hora e em qualquer lugar. Em conclusão, a pesquisa sugere que a integração de tecnologias digitais, como mídias sociais e dispositivos móveis, em sala de aula pode ser uma ferramenta eficaz para aumentar a satisfação e o entusiasmo dos alunos pelo ensino de Geografia. O papel dos professores é incentivar o uso responsável dessas ferramentas para maximizar seus benefícios educacionais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[bachillerato]]></kwd>
<kwd lng="es"><![CDATA[dispositivos móviles]]></kwd>
<kwd lng="es"><![CDATA[entusiasmo]]></kwd>
<kwd lng="es"><![CDATA[geografía]]></kwd>
<kwd lng="es"><![CDATA[satisfacción]]></kwd>
<kwd lng="es"><![CDATA[&#8220;TikTok&#8221;]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[mobile devices]]></kwd>
<kwd lng="en"><![CDATA[enthusiasm]]></kwd>
<kwd lng="en"><![CDATA[geography]]></kwd>
<kwd lng="en"><![CDATA[satisfaction]]></kwd>
<kwd lng="en"><![CDATA[&#8220;TikTok&#8221;]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[dispositivos móveis]]></kwd>
<kwd lng="pt"><![CDATA[entusiasmo]]></kwd>
<kwd lng="pt"><![CDATA[geografia]]></kwd>
<kwd lng="pt"><![CDATA[satisfação]]></kwd>
<kwd lng="pt"><![CDATA[TikTok]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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