<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732019000100035</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sistemas de gestión del aprendizaje en dispositivos móviles: evidencia de aceptación en una universidad pública de México]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning management systems in mobile devices: Evidence of acceptance at a public university in Mexico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palma Ruiz]]></surname>
<given-names><![CDATA[Jesús Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Moreno]]></surname>
<given-names><![CDATA[Sonia Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortés Montalvo]]></surname>
<given-names><![CDATA[Jorge Abelardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Chihuahua  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>79</numero>
<fpage>35</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732019000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732019000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732019000100035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los más reconocidos sistemas de gestión del aprendizaje son ahora accesibles a través de aplicaciones para dispositivos móviles. Estos sistemas representan una herramienta didáctica innovadora que facilita el proceso de enseñanza-aprendizaje y la comunicación con estudiantes, principalmente los &#8220;nativos digitales,&#8221; a través de las tecnologías de la información y la comunicación (TIC). Este estudio se basa en el modelo de la teoría unificada de aceptación y uso de la tecnología (UTAUT2) para explorar los factores que determinan la intención de uso continuado. Se documenta la experiencia de uso de Google Classroom (GC), entre estudiantes de tres grupos de una asignatura de negocios en la Universidad Autónoma de Chihuahua en México. Se recopilan 72 respuestas a un cuestionario entre los estudiantes que concluyeron la asignatura y utilizaron GC por 16 semanas. Por medio de una modelación de ecuaciones estructurales (SEM-PLS), los resultados muestran que la expectativa de resultados, la expectativa de esfuerzo y la regulación intrínseca influyen positivamente en la intención de comportamiento de los estudiantes por continuar usando Google Classroom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The most recognized learning management systems are now accessible through applications for mobile devices. These systems represent an innovative didactic tool that facilitates the teaching-learning process and the communication with &#8220;digital native&#8221; students through ICT. This study is based on the unified theory of acceptance and use of technology model (UTAUT2) to explore the factors that determine the behavioral intention. The experience of using Google Classroom (GC) is documented among students of three groups of a business course at the Universidad Autonoma de Chihuahua in Mexico. 72 responses to a questionnaire were collected among students who completed the course and used GC for 16 weeks. By means of a structural equation modeling (PLS-SEM), the results showed that the performance expectancy, the effort expectancy, and intrinsic regulation positively influence the student &#769;s behavioral intention to continue to use Google Classroom.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Dispositivos móviles]]></kwd>
<kwd lng="es"><![CDATA[educación y tecnología]]></kwd>
<kwd lng="es"><![CDATA[proceso enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[técnicas didácticas]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información y la comunicación]]></kwd>
<kwd lng="en"><![CDATA[Mobile devices]]></kwd>
<kwd lng="en"><![CDATA[education and technology]]></kwd>
<kwd lng="en"><![CDATA[teachinglearning process]]></kwd>
<kwd lng="en"><![CDATA[didactic techniques]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[information and communication technologies]]></kwd>
</kwd-group>
</article-meta>
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