<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802018000100040</article-id>
<article-id pub-id-type="doi">10.32870/ap.v10n1.1159</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modalidades de cognición en un curso universitario basado en el aprendizaje móvil]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive modalities in a course based on mobile learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mancinas González]]></surname>
<given-names><![CDATA[Abelardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Hermosillo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>40</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802018000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802018000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802018000100040&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo explorar las modalidades de cognición involucradas en un curso universitario basado en el aprendizaje móvil. La pregunta de investigación cuestiona las modalidades de cognición asociadas con el uso de dispositivos móviles en un curso universitario. Para responderla, recurrimos a un estudio de tipo exploratorio, con enfoque cualitativo y diseño de estudio de caso con múltiples unidades. La muestra estuvo compuesta por 53 estudiantes de la carrea de Ingeniería en Gestión Empresarial del Instituto Tecnológico de Hermosillo. En la recolección de datos aplicamos la entrevista semiestructurada, la observación participante, la encuesta y el análisis de documentos secundarios. Los datos fueron analizados mediante codificación lineal y axial. Los resultados muestran el predominio de modalidades de cognición como la empírica y la cognición distribuida, que contrastan con los resultados de otros estudios sobre aprendizaje móvil y desarrollo de habilidades cognitivas. Concluimos que el aprendizaje móvil privilegia una cognición de tipo empírico, centrada en la ejecución de procedimientos que oscilan entre una actividad mental de tipo algorítmico y otra de tipo heurístico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this research was to explore the function of smartphones in the modes of cognition. The research question refers to the modes of cognition associated with the use of mobile devices in a university course. To answer this inquiry, we used an exploratory type study, with a qualitative approach and design of case study with multiple units. The sample consisted of 53 students of the degree in Engineering in Business Management of the Instituto Tecnológico de Hermosillo. To collect the data we used the semi-structured interview, the participant observation, the survey and the analysis of secondary documents. Qualitative data were analyzed using linear and axial coding. The results show the predominance of knowledge modalities such as empirical cognition and distributed cognition, which contrast with the results obtained by other studies on mobile learning and the development of cognitive skills. We conclude that mobile learning induce an empirical cognition, based on the execution of procedures that oscillate between the algorithmic and the heuristic mental activity.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje móvil]]></kwd>
<kwd lng="es"><![CDATA[cognición distribuida]]></kwd>
<kwd lng="es"><![CDATA[cognición empírica]]></kwd>
<kwd lng="es"><![CDATA[dispositivos móviles]]></kwd>
<kwd lng="en"><![CDATA[M-learning]]></kwd>
<kwd lng="en"><![CDATA[distributed cognition]]></kwd>
<kwd lng="en"><![CDATA[empirical cognition]]></kwd>
<kwd lng="en"><![CDATA[mobile devices]]></kwd>
</kwd-group>
</article-meta>
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