Technology-supported learning, especially mobile learning, is gaining more and more followers among teachers. Mobile learning is an educational strategy that leverages the capabilities of mobile electronic devices such as tablets or phones to support the pedagogical process in the classroom. This article evaluates the relationship between motivation and meaningful learning of university students using a mobile application called Arduino Science Journal and compares it with traditional lectures. The teaching strategies were implemented using an instructional model called ARCS. The implementation of the ARCS model in the learning process was evaluated using the Instructional Materials Motivation Survey. A quantitative research approach was applied to collect, process, and analyze research data on student perceptions. A total of 161 engineering students participated. The results revealed that The Arduino Science Journal App was positively rated by the surveyed students, and increased the percentage of students who achieved the expected learning objectives. The evidence shows that the mobile learning app stimulates learning motivation at a higher level than lectures. Mobile learning seems to lose effectiveness over time, although it maintains high motivation values in all dimensions measured by the IMMS. Mobile learning remains a valid strategy for the teaching process in post-pandemic higher education, but its effectiveness depends on maintaining an innovative character within the classroom, given the characteristics of the new type of student, known as a digital native. Finally, this study provides a validated measurement model and solid scientific references to stimulate the use of mobile applications.