Mobile learning (mLearning) is now being increasingly used in university education, with positive impacts on the motivation and predisposition of students when learning. The aim of this study was to evaluate the impact of the use of mobile applications as a learning resource in applied biomechanics, with regard to attitudinal variables (interest, motivation, applicability and learning experience) and its efficacy in the learning of general physics contents. A quasi-experimental design was proposed, with the random assignment of participants to experimental and control groups, with the post-trial measurement of a sample of 76 university students studying Applied Biomechanics, who were given an ad-hoc questionnaire in order to evaluate attitudinal aspects, as well as a test of knowledge. With regard to attitudinal aspects, higher scores were observed among the group which used the applications as learning instruments (the experimental group) when evaluating their interest in biomechanics (t = 2.79; p < 0.05; d = -0.641), the applicability of the applications in real life (t = 7.34; p < 0.001; d = -1.687) and the general evaluation of the practical sessions (t = 6.45; p < 0.001; d = -1.481). At the conceptual level, significant differences were observed in the contents worked on with the KinematicLab Jump© application. Our results show the positive effect of the use of applications on important attitudinal aspects in the learning of university students, without any relevant effect on the acquisition of conceptual learning.