Abstract:

Academic motivation and perceived learning are key variables in the evaluation of teaching innovation in higher education. The aim of this study was to examine students’ perceptions of motivation and perceived learning after the implementation of the Salware methodology, in comparison with traditional teaching approaches and conventional learning management systems such as Moodle.

The sample consisted of N = 56 undergraduate students enrolled in a course on Psychological Assessment Applied to Clinical Contexts. The Salware platform was implemented throughout one full semester as a teaching support tool. The methodology is based on the visual structuring of content through ideographs, the progressive association of concepts, and the continuous generation of questions designed to maintain attention and promote active classroom participation.

At the end of the semester, an ad hoc questionnaire was administered via Google Forms to assess students’ perceptions regarding: (a) the level of motivation generated by the use of Salware, (b) perceived learning compared to traditional methodologies or platforms, and (c) overall evaluation of the experience.

The results indicate a positive evaluation of the implemented innovation. Students reported high levels of motivation and a favorable perception of learning compared to other courses not using the platform. However, participants also identified areas for improvement, particularly related to the technical development of the platform, which is still in an ongoing development phase.

Overall, the findings provide descriptive evidence of students’ acceptance and positive appraisal of the Salware methodology in a university context and support the need for future research employing more rigorous experimental designs.

Keywords:

Salware education, multichannel learning, idographs.