In this research, a microlearning strategy for Software Engineering supported by a mobile application was designed and implemented. The goal is to evaluate the motivation and learning outcomes in the specific context of Software Project Management, with the Scrum framework, in participants of a Software Engineering course at a Latin American higher education institution. An empirical investigation was conducted using a quantitative approach, a quasi-experimental design, and pretest–posttest measurements without a control group. A one-sample t-test for comparison of the means of a sample was used. Statistically significant differences were found between the theoretical and empirical mean of the variable motivation to learn in the specific context and the variable Stimulus for learning after interacting with the mobile application. The means were higher than the theoretical average of the scale, which suggests that the participants valued the mobile application positively. Regarding the learning outcomes of the Scrum framework, a paired sample t-test for comparison of means revealed an increase in posttest scores, although this rise was not statistically significant. Microlearning can increase the participants' motivation and promote learning in the specific context of Software Project Management. The mobile application has the potential to support microlearning since the participants felt highly motivated and agreed that its use facilitates learning, a key aspect of success in a microlearning strategy.

中文翻译：

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微学习策略在软件项目管理中促进动机和学习成果

在这项研究中，设计并实施了由移动应用程序支持的软件工程微学习策略。目标是利用 Scrum 框架评估拉丁美洲高等教育机构软件工程课程参与者在软件项目管理特定背景下的动机和学习成果。使用定量方法、准实验设计和没有对照组的测试前-测试后测量进行了实证研究。使用单样本t检验来比较样本的平均值。在特定环境下的学习动机变量和与移动应用程序交互后的学习刺激变量的理论和经验平均值之间发现了显着的统计差异。该平均值高于该量表的理论平均值，这表明参与者对移动应用程序有积极的评价。关于 Scrum 框架的学习成果，用于比较平均值的配对样本t检验显示后测分数有所增加，尽管这种增加在统计上并不显着。微学习可以提高参与者的积极性，促进软件项目管理特定背景下的学习。该移动应用程序具有支持微学习的潜力，因为参与者感到非常积极，并一致认为它的使用有助于学习，这是微学习策略成功的一个关键方面。