Nonlinear Pedagogy Effect and Value of the City and New Technologies as a Didactic Resource in the Training of Future Teachers

Abstract

Education today requires teachers to have a holistic perspective towards students at all levels. In this way, pedagogy evolves from traditional positions to more current models, such as nonlinear pedagogy, where the learner is the focus of the didactic process, which is part of 54 subjects from the master’s degree in teacher training. Mixed research is carried out through new information technologies and the city as an educational resource. The effect on mood was measured with the Profile of Mood States questionnaire, motivation with the Situational Motivation Scale, and content assessment. The results show that positive mood improves after the intervention and the factors that negatively affect mood decrease, with significant differences except for the anger factor. Motivation is mainly intrinsic. The analysis of the data shows modifications in the feelings of the individuals after their participation in the activity, although significant differences are shown depending on the sociodemographic profile of the individuals, particularly in gender, age and employment status. In conclusion, the use of a nonlinear pedagogy, outside the classroom, with the interaction between students, teachers, and the use of information technologies, modifies the mood in a positive way and increases the motivation of future teachers in secondary education.

1. Introduction

Education today requires teachers to have a holistic perspective towards students at all levels, which implies that the didactic methodology is not only the acquisition of theoretical knowledge [1]. This means that pedagogy is in a process of constant evolution and change that is reflected in the change of didactic methodology, in the influence of new information technologies (ICT) in education [2] that benefit students and their learning [3]. Change that goes from the traditional methodology, centred on the teacher known as the “Teacher-Centered Approach” [4], where the student is a passive reproducer and simple executor of the lessons, to a more innovative or alternative methodology, which is centred on the student as the main axis of learning, known as “Student-Centered Approach” and which seeks to achieve learning from understanding [4].

In this line, another pedagogical proposal for the improvement of the didactic process, known as nonlinear pedagogy, has emerged, which has similar principles to the theory of dynamic systems [1,5]. Thus, in order to produce new learning, an imbalance in the previous knowledge is required [5]. Nonlinear pedagogy is based on the idea that learning is an active and participatory process, where the student is the main agent and the teacher is a facilitator. This theory considers that knowledge is built collectively, in an environment of social interaction and through critical reflection on the experience [6], where the student, the class group, the environment, and teachers interact with each other [1].

This line of pedagogy, together with the use of ICT and learning and knowledge technologies (LKT), have become essential in today’s education [3,7] that seek to improve the training process, involving renewal and modification of the teaching–learning process, using technology in a motivating way [8]. Currently, this whole new process is known as “Game Based Learning”, which tries to involve students actively in problem solving [9], it being an excellent opportunity to improve learning, motivation, participation, and collaborative learning [10,11,12].

However, this pedagogical revolution should not only be seen in the first levels of education but should go further, reaching even university education [13], so that future teachers will be able to improve their pedagogical training with the use of ICT/LKT and adapt to the current educational context [14], which requires new methodologies and the implementation of motivating and attractive activities for students by the teacher [15], as indicated in the current Spanish education law.

In this way, school learning is inconceivable without motivation on the part of the students [16,17] which can be determined from within the subject, intrinsic, or from outside, extrinsic [18]. The first refers to the commitment that a person makes to the activity, for the satisfaction of carrying it out, without the need to receive external rewards, and carried out voluntarily for pleasure and enjoyment [18]. The second refers to the fact that the person looks outside him or herself for the necessary incentive to carry out the activity, requiring an external reward to complete the task [18]. In this sense, there are studies that demonstrate the positive relationship between elements of motivation, gamification, and ICT [7,15,17]. Other elements that affect the didactic process are emotions and mood, which have a strong impact on learning outcomes [19] and are increasingly present in the field of research [3]. It refers to a general emotional state in which the person acts and responds according to the different events that happen to them, determining how they proceed according to what they feel, whether positively or negatively [20].

One of these tools to promote nonlinear learning is the use of the city as an educational resource. The city offers a multitude of possibilities for learning, since the heritage of cities, whether artistic, historical, or cultural, does not focus exclusively on emblematic monuments or museums, but takes into account the heritage left by our ancestors [21]. In this way, the city can provide an experiential environment where people can learn [22].

In addition to the city as a tool or resource, another of these new areas in the training of future teachers in nonlinear pedagogy is the use of ICT/LKT as an educational and motivating resource [23]; however, there is not much research that studies these effects with new methodologies, demonstrating the motivating, pleasurable, and fun effect of their use [15,24], and in this context where the city is included as an educational resource implemented with the use of ICT/LKT with the mobile phone, known as m-learning, which has become a popular strategy in the educational field, thus combining innovative learning skills such as m-learning with conventional learning [16].

Finally, the aim of the research was to analyse the effect and assessment of nonlinear pedagogy through ICT and the city as an educational resource and on the mood and motivation of prospective secondary school teachers.

2. Materials and Methods

Mixed research has been carried out, with a qualitative and a quantitative part. With a field study [25], a preintervention test, and a final post-test to test the effect of the city as a resource on mood and motivation. In addition, a content analysis was carried out following the analytical procedures of [26] with the support of the qualitative analysis software NVIVO 11.

2.1. Participants

The sample consisted of a total of 54 students with the official master’s degree in teacher training. They ranged in age from 21 to 51 years old, with a mean age of 29.91 (SD 8.116) years, 22 men and 35 women. 59.6% stated that they had previous work experience in formal training, 22.8% had no experience and, finally, 17.5% had previous nonformal education.

2.2. Instrument

Measurement instruments were used to carry out the evaluation process. The first of these was the Profile of Mood States (POMS) questionnaire in its Spanish adaptation in a reduced version of 30 items [27]. The questionnaire consists of six factors of five items each, four of which are negative (anger, fatigue, tension, and depression) and two of which are positive (vigour and friendship).

The second is the Situational Motivation Scale (SIMS) in its validated Spanish version [28] which measures four factors, with four items: intrinsic motivation; identified regulation; external regulation, and amotivation.

In addition, two open questions created ad hoc to find out the students’ assessments of the experience were asked: What is your opinion of the use of the city as a resource, taking into account your previous training? And how do you rate the use of the mobile phone and the application in general, for your future teaching job? For the analysis of these questions, a content study was carried out following the analytical procedures of [26] with the support of the qualitative analysis software NVIVO 11.

2.3. Procedure

The following ethical protocols were followed in the conduct of the research: participants were treated ethically in accordance with the American Psychological Association Code of Ethics regarding consent, anonymity, and responses. The study complied with the 2013 Declaration of Helsinki. In addition, the study complies with the current Spanish legislation on research involving human subjects (RD 561/1993) in which privacy and the Personal Data Protection Act (Organic Law 15/1999) were respected at all times.

In order to carry out the research, the researchers contacted those responsible for the master’s programme, the coordinators of the general didactics module, and all the students, all of whom were of age. Once everyone’s consent had been obtained, the experimental phase began.

The experimental phase was divided into two sessions (Figure 1). In the first session, the day before the intervention and after obtaining the students’ consent to participate in the study, the purpose of the study was explained, the functioning of the app was explained and groups of six students were formed for a duration of one hour. Three phases were carried out in the second session. In the first phase, the students entered the classroom and then each student completed the POMS questionnaire on an individual basis. In the second phase, each of the groups used the zacut application: in the 3Cultures application, each of the six tests lasted about 20 min; and in the third phase, each of the groups returned to the classroom and completed the final POMS questionnaire and the SIMS scale, each subject individually, for a total of three hours.

The ZACUT App: 3Culturas is a technological tool based on a research project in the educational field, using the city as a didactic resource, with the knowledge of the Jewish, Muslim, and Christian cultures present in our environment. On the map of the application (Figure 2), you can see at all times the point where the student is (in blue) and the destination point (red). The map can be moved using the controls (+ and −). When the destination point is reached, a question opens to answer. All questions have several possible correct answers. Once one of the correct answers is entered, it unlocks progress to the next stage. In each of the stages, you get a “key” word. At the end of the course, six keywords are obtained, which, when correctly ordered, form a sentence that together make up a message in favour of tolerance.

2.4. Statistical Analysis

First, the main descriptive variables were calculated. Subsequently, a univariate analysis was performed to study whether there were significant differences according to sex, age groups, previous work experience and the time of completion of the questionnaire. A repeated-measures ANOVA test was performed with post hoc DMS tests on motivation and Student’s t-test was also performed to check if there were significant differences in mood after the intervention, with a significance level of p ≤ 0.05. The SPSSv.21 programme was used for this purpose. The effect of the intervention was estimated with Cohen’s d-test [29], the effect being small (0–0.2), medium (0.5) and large (>0.8).

In addition, qualitative analysis and data reporting were carried out using NVivo 11, a programme that allows for the explanation, evaluation and interpretation of social phenomena from a descriptive and interpretative perspective [30]. A coding matrix consultation was carried out and rows and columns were defined, incorporating nodes, attributes, and documents comparing by gender: usability, dynamism, positive, and negative. Previously, and after reading the responses, the research team elaborated a system of categories referring to the use of the resource, on the one hand, and the use of applications, on the other. This system was validated by experts who use these tools in their classes in the area of methodology and qualitative research. These experts did not make any corrections to the category system and the responses were coded using the validated system. For the coding, the collaboration of five judges was requested and they were provided with the category system and the answers to the two questions of the 54 questionnaires. To facilitate coding, they were given a coding manual with a series of indications for cataloguing and a document with examples and counterexamples for each of the categories so that all the judges understood the categories of analysis in the same way and could code with the same criteria.

All of them, using the NVIVO Server tool (NVIVO 11 application), worked individually and online in the programme itself. Once the coding was finished and with the application mentioned above, the individual coding’s were reviewed again with the research team, considering that a piece of content belonged to one category and not to another if there was an agreement of 75% of the total. Categories such and such were revised for not reaching the required agreement. Throughout this analysis, the criteria of quality and credibility [31,32] (the steps carried out for the analysis were described), transferability (the objectives and the sample were described), dependence (a coding manual was developed and the categories were described using examples and counterexamples) and objectivity (textual examples of comments found in the answers to the questions were provided) were met. Two nodes or categories were created: one referring to the use of the city as a resource with four subcategories: usability, dynamism, one more resource, and indifference; and a second node referred to the evaluation of the activity with three subnodes: positive, negative, and indifferent.

3. Results

The main results show that especially the positive factors related to mood are improved after the intervention, namely vigour and friendship, with significant differences (p ≤ 0.05), and with a medium effect after the intervention. On the other hand, all factors related to negative mood decreased, although the anger factor did not show significant differences, while the rest of the negative factors showed significant differences (p ≤ 0.05), with a medium effect size in the factors of fatigue and depression, a large effect in tension, and a small effect in anger. Analyzing the effect of POMS on feelings before and after the implementation of the activity, in general terms, there are different feelings before and after the activity. However, significant differences are shown if the gender of the individuals is taken as a reference variable. The impact on the feelings of the actors as a result of their participation in the activity is remarkable and is shown fundamentally in the feeling of tension, on which modifications are produced in the individuals, although with different intensities by gender (

Table 1. Means, significant differences and effect: total and gender POMS.

Factor	Total		Male		Female
	Pre–Post	Δ Cohen	Pre–Post	Δ Cohen	Pre–Post	Δ Cohen
Anger	0.09–0.05	0.093	0.18–0.05	0.292	0.03—0.06	0.097
Fatigue	0.73–0.41 *	0.334	0.91–0.18 *	0.705	0.62–0.55	0.082
Vigour	2.67–2.93 *	0.265	2.82–3.0	0.229	2.57–2.89	0.284
Friendship	3.40–3.61 *	0.301	3.45–3.73	0.432	3.37–3.54	0.229
Tension	0.63–0.09 *	0.718	0.64–0.05 *	0.586	0.63–0.11 *	0.915
Depression	0.16–0.02 *	0.401	0.14–0.00	0.388	0.17–0.03 *	0.402

* p ≤ 0.05.

).

In relation to the modification of feelings, it is especially in the 21–24 age group that the impact is greatest. This is particularly evident in feelings related to tension and vigour. On the other hand, in the 25–30 age group, the feelings on which the greatest changes occur are, firstly, friendship and, secondly, anger. Consequently, it can be argued that age has the capacity to explain differences in actors’ feelings as a consequence of their participation in the activity. While in the younger age groups, they are related to tension and vigour, in the next higher age group the feelings that are modified are friendship and anger. Similarly, among individuals aged 21–24 years, vigour and tension are the feelings that experience the greatest change. While for individuals between 25–30 years of age, it is similar to the previous ones but with a different intensity, vigour and friendship. In turn, among the higher age groups, although vigour is still present (among 31–40-year-olds), tension appears as the feeling where the greatest changes occur, especially among 31–40-year olds and those over 40 (

Table 2. Means, significant differences, and age effect: POMS.

Factor	21 to 24 Years		25 to 30 Years		31 to 40 Years		More than 40 Years
	Pre–Post	Δ Cohen	Pre–Post	Δ Cohen	Pre–Post	Δ Cohen	Pre–Post	Δ Cohen
Anger	0.19–0.00 *	0.473	0.00–0.00	0	0.08–0.25	0.289	0.00–0.00	0.00
Fatigue	0.79–0.30 *	0.462	0.73–0.13 *	0.659	0.83–0.75	0.084	0.44–0.67	0.504
Vigour	2.48–3.1 *	0.533	2.80–2.87	0.075	2.67–3.0	0.512	2.89–2.56	0.385
Friendship	3.43–3.52	0.152	4.47–3.8 *	0.683	3.33–3.75	0.385	3.33–3.33	0.000
Tension	0.67–0.05 *	0.672	0.33–0.13	0.258	0.92–0.17 *	1.658	0.67–0.00*	1.333
Depression	0.19–0.00 *	0.473	0.13–0.00	0.379	0.00–0.00	0.00	0.33–0.11	0.504

* p ≤ 0.05.

).

Those students with previous work experience in the regulated field show significant changes in feelings such as depression, anger, and stress; and those who accumulate unregulated work experience show significant changes mainly in stress. With respect to individuals with no previous work experience, despite not having significant results, the trend in the modification of feelings seems to be shown in anger, friendship, and tension; although given the significance indices, the results for this group should be taken with caution (

Table 3. Mean, significant differences and effect by previous work experience: total POMS.

Factor	Yes Regulated		No		Yes, Nonregulated
	Pre–Post	Δ Cohen	Pre–Post	Δ Cohen	Pre–Post	Δ Cohen
Anger	0.12–0.00 *	0.361	0.08–0.15	0.156	0.00–0.10	0.316
Fatigue	0.66–0.33	0.344	0.85–0.46	0.443	0.80–0.60	0.176
Vigour	2.74–0.306	0.289	2.92–3.0	0.101	2.10–2.40	0.365
Friendship	3.35–3.50	0.263	3.62–3.92	0.489	3.30–3.60	0.259
Tension	0.68–0.03 *	0.762	0.54–0.23	0.489	0.60–0.10 *	0.949
Depression	0.18–0.00 *	0.455	0.15–0.08	0.278	0.10–0.00	0.316

* p ≤ 0.05.

). In short, the analysis of the data shows modifications in the feelings of the individuals after their participation in the activity, although significant differences are shown depending on the sociodemographic profile of the individuals, particularly in gender, age, and employment status.

In relation to the underlying motives, there are significant differences between the sexes, although the trend is similar. The main motivation in both sexes is intrinsic motivation, which is somewhat higher in women. This is followed by identified regulation and, in third place, external regulation. In contrast, amotivation is the lowest in both sexes, being significantly lower in women. With respect to age, the mean comparison analysis shows that age explains differences in the motivation of the actors, although all of them show a similar tendency in the importance given to some motivations with respect to others. For example, intrinsic motivation is shown to be the most important in all age groups, although there are differences between them. The 25–30 age group shows a higher weighting of intrinsic motivation compared to the other age groups, which rate it lower. As was the case in the analysis by sex, amotivation is the lowest, especially among the 25–30 age group, with significant differences with those aged 31–40, who show the highest level of amotivation. Finally, the analysis of motivations, taking work experience as a reference, shows a similar trend between the groups, with intrinsic motivation appearing as the most important, especially in the group with formal work experience (

Table 4. Self-Determination Index by age, sex, and previous work experience.

Factor	Gender		Age				Previous Experience
	M	F	21–24 Years	25–30 Years	31–40 Years	More than 40 Years	Yes	No	Yes, Nonregulated
IM	6.18	6.26	6.24	6.33	6.17	6.11	6.32	6.23	5.90
IR	5.77	5.74	5.86	6.20	5.50	5.11	6.0	5.46	5.3
ER	3.45	3.03	2.90	3.07	3.25	4.0	2.97	3.69	3.30
AMO	1.91	1.80	1.86	1.33	2.50 *	1.78	1.68	2.31	1.80

* p ≤ 0.05/M: Male; F; Female. IM: Intrinsic Motivation; IR: Identified Regulation; ER: External Regulation; AMO: Amotivation.

).

In general, regardless of the characteristics of the individuals, a greater weight of intrinsic motivation is shown. Although there are differences between the groups, being especially important among men, between 25 and 30 years of age and with regulated work experience. On the other hand, amotivation is the least important and is especially low among women, aged 25–30 years and with regulated work experience.

The correlation analysis shows a particularly significant relationship between intrinsic motivation and vigour (0.456 **), as well as between external regulation and amotivation (0.461 **) (

Table 5. Correlations.

Factor	ANG	FAT	VIG	FRI	TEN	DEP	IM	IR	ER	AMO
ANG	1	0.326 *	0.023	0.142	0.482 **	−0.031	0.031	−0.160	0.086	0.328 *
FAT		1	−0.166	0.031	0.182	−0.081	−0.108	−0.007	0.075	0.285 *
VIG			1	0.206	0.030	−0.172	0.456 **	0.262 *	−0.302 *	−0.037
FRI				1	0.186	−0.128	0.241	0.260	−0.037	0.090
TEN					1	−0.041	0.223	0.124	0.002	0.046
DEP						1	−0.206	−0.331 *	0.390 **	0.269 *
IM							1	0.619 **	−0.026	−0.205
IR								1	0.069	−0.209
ER									1	0.461 **
AMO										1

* The correlation is significant at the level 0.05 (bilateral). ** The correlation is significant at the level 0.01 (bilateral). ANG: Anger; FAT: Fatigue; VIG: Vigor; FRI: Friendship; TEN: Tension; DEP: Depression; IM: Intrinsic Motivation; IR: Identified Regulation; ER: External Regulation; AMO: Amotivation.

).

With the qualitative word analysis carried out, it was found that nine terms stand out: interesting; resource; tool; teaching; learning; positive; quite a lot; environment; and important. In terms of the usability–dynamism node, the results show that women rate the use of the application higher than men (14 and 1 responses, respectively); however, in terms of dynamism, the rating is similar between genders (10 and 11 responses, respectively). In terms of the positive–negative node, the results show that women rate the use of the app and the city as a resource better than men (31 and 16, respectively), while there is no negative rating of the app.

To conclude, the evaluations made by the pupils justifying the most frequently used words serve as examples.

• Interesting: F_1: “Very interesting option, valid for all levels and very interesting for learning in a more playful way”; F_31: “Very interesting as it is something you see every day, but do not observe”;
• Resource: M_12: “A very interesting resource that we should try to incorporate, as experiences are essential to better understand and learn the different contents”; F_13: “It is a spectacular and essential resource”;
• Tool: F_4: “I think it is a good tool, but it has to be used with care”; F_15: “Necessary, another tool for teaching”;
• Learning: M_10: “Great, very adaptable to any learning”; F_14: “Very useful and satisfactory to fix learning”;
• Positive: M_2: “Very positive and well used it can be a great tool”; M_11:” The evaluation is very positive. After today’s experience I will consider this tool as teaching material in my classes”;
• Learning: M_3: “Attractive and different way of learning and encourages cooperation and getting to know the environment”; M_16: “It is an element that contains different keys with a lot of potential in the educational field. The activity allows children to learn without being aware that they are studying. The problem lies in the way it is used, which is not always easy”;
• Quite a lot: M_1: “Quite interesting, with a very high rating because it gives a lot of opportunities”;
• Teaching: M_17: “Very dynamic to incorporate in teaching”;
• Environment: M_11: “I think it is fundamental that they know their environment and learn from it and with it”; F_19: “I think it is a very enriching alternative. It is fun and dynamic. An alternative to bring students closer to the reality and the environment that surrounds them. Learning, looking knowledge in the face and getting closer to purely theoretical concepts”;
• Important: F_6: “Excellent, very pedagogical, very important and useful”; F_10: “I think it is important as the new generations are born in this era and it is important to work and connect with them”.

4. Discussion

The aim of the research was to analyse the effect and assessment of nonlinear pedagogy, through ICT and the city as an educational resource, on the mood and motivation of prospective secondary school teachers.

In this sense, the results show the positive effect of nonlinear pedagogy, with activities outside the classroom using ICT/LKT with m-learning on the mood of the students after the intervention, as in another study [8,33]. However, they do not agree with another one which indicates that negative emotions predominate in this type of intervention within connectivism learning environments [34]. They show a high degree of intrinsic motivation; moreover, the students express an excellent assessment of the use of the application both in terms of usability and qualitative assessment of the use of the city as an educational resource. We agree with the study by [3] in considering that the effects of this type of intervention should be studied not only on an individual basis but also in terms of group interactions. Therefore, we agree with other research when we point out that this methodology with the use of ICT is an essential element in the training of students today [3,7].

Specifically, the mood improves significantly after the intervention in the two positive factors, i.e., the use of mobile applications combined with the city as a learning tool, used cooperatively and in groups, improves the positive mood of the subjects and, at the same time, significantly reduces the negative mood. Therefore, this type of intervention is considered to improve the mood of the subjects, with no gender differences in the positive factors, while the tension and fatigue factors differ according to gender, i.e., the effect on mood is not the same, as shown in other research [33]. This is due to, as several researchers point out, this methodology building learning in a collective and interrelated way [1,6].

Age does not have the same effect on mood, as those who are younger are favoured by more positive factors, such as vigour; especially, for those who are older, the effect is tension, albeit with a significant decrease in this feeling. In this way, age is a variable that influences mood differently. This may be due to the fact that they have lower ICT/LKT skills. This will imply a renewal or new approach within the didactic process and this may initially affect their learning process [35]. In this way, it may initially cause them more stress due to their lesser mastery and adaptation to ICT/LKT, aspects that can be related to other research [36] initially, although, after their use, the negative assessment decreases, similar to another research [37]. In the case of stress in the over-40s, they start from a higher level when it comes to applying this methodology and using ICT/LKT, largely due to less use, mastery, and previous training in their educational stage, which has a negative effect at the beginning. However, once they are familiar with the functioning and possibilities offered by the use of ICT/LKT, this stress factor is reduced, as explained in the aforementioned research.

The presence of previous professional experience again shows different behaviour; i.e., having formal training has a positive effect on the decrease of negative-mood values to a greater and more significant extent than in those who have no previous work experience or have it in nonformal training, similar to other studies [2]. This may be due to the fact that during the previous training process, they have not received all the necessary training in this field and have even received training in a traditional rather than innovative way and this leads them to perceive the use of these innovative methodologies with suspicion for their inclusion in the training of their future students, assessments that change as their mastery and knowledge improves [37], as is also the case in our research.

The motivation shown is intrinsic to a greater extent in women than in men and, with similar levels of amotivation, although it is lower in women. Data that reinforce the idea that the use of this training tool motivates and produces positive effects on engagement and learning using ICT/LKT [7,11,12,15,17,17,23,24,38] and when the pedagogical and teaching model is appropriate [33], as has been reflected in the research carried out.

This motivation is different according to age although, for all, the most important is intrinsic motivation, it is more important for the 25–30-year-old group compared to the rest of the groups and the most important motivation occurs among those aged between 31–40 years. In this case, they do not have similar behaviour in the rest of the groups, as significant differences are shown. These other perceptions in motivation may be due to the more traditional training they received in their initial process, which leads them to see these new methodologies in a less positive way and generates rejection because it is considered that it can affect the teaching–learning process (M_12: “I do not consider it the most important medium, and its use generates many suspicions, but without any doubt we must learn to live with it and incorporate it into our classes” and F_20: “I see it as necessary but with limits”, contrary to what is stated in other research studies [8].

Previous work experience shows, once again, that the most important factor is intrinsic motivation, especially for those with previous experience, compared to the rest of the groups, and they are also the group with the lowest level of motivation. These data may be due to those who already have experience and are aware of the importance of the use of ICT/LKT at the present time and that it is useful to promote professional competencies with the integration of technologies in current education [37].

We agree with the principles of nonlinear pedagogy, known as “game-based learning”, where students are an active part of their learning, no longer just repeating the teacher’s actions, but becoming active in the didactic process (student-centred approach). As in our research, they are able to build their own knowledge and learning [4]. All of this is developed around the game, where decisions are sought according to individual abilities and group decisions, which, in turn, favours cooperative learning [15]. Moreover, it is done in an experiential way, in a pleasant context that promotes the improvement of positive moods, and stimulates the reduction of factors related to negative moods, as currently pointed out by theories focused on neurodidactics [39].

Finally, the intervention established correlations between intrinsic motivation and vigour, and between external regulation and amotivation. These data show the importance of increasing intrinsic motivation in students and improving positive mood and vice versa. Hence the need to involve future teachers in the training process in an active, participative, and collaborative way with m-learning as an effective means of training teachers for their professional insertion and that the study of emotions must be included in research in higher education, due to the positive impact it has on students [19].

For future research, it would be interesting to increase the number of the working sample, as well as to carry out the same application on two different groups of master and master teachers. Finally, more studies and the application of a longer time, with a greater number of sessions, would be necessary to check the impact it would have on the training of future teachers.

5. Conclusions

The main conclusion is that the use of a nonlinear pedagogy, outside the classroom, with the interaction between students and teachers, and the use of ICT modifies the mood in a positive way and increases the motivation of future teachers in secondary education as a basis for their training for their professional practice in the future. In addition, the sociodemographic profile explains differences in the modification of feelings because, although stress appears in almost all groups, it is not shown with the same intensity in all of them; the values are different between groups. In addition, different feelings are modified if we take each group as a reference. Therefore, the research carried out with nonline pedagogy, the use of the city, and ICT/LKT as an educational resource show that it is appropriate, as it improves the moods of the subjects after the intervention, even though it is a single intervention with good levels of intrinsic motivation, and it is positively valued for their future teaching profession in secondary education.