This study presents the results of an experimental evaluation of a pedagogical intervention based on the mobile application Quechua Collao, designed to strengthen Quechua language skills as a second language among primary and secondary school students in public schools with an Intercultural Bilingual Education (IBE) approach in Peru. The intervention combined the use of the app with a structured pedagogical guide and specialized teacher support. Results show positive and statistically significant effects on reading, listening, and speaking skills, with an overall impact of 0.137 standard deviations (SD) on a general assessment, and even larger effects (0.330 SD) on a test aligned with the apps content. In addition, increases were observed in the use of Quechua in public spaces (0.187 SD) and in interactions with individuals outside the family setting (0.176 SD), although no significant changes were found in its use at home. These effects were more pronounced among students with lower initial levels of Quechua proficiency and use, suggesting a contribution to processes of language revitalization. While no significant changes were detected in perceptions of Quechua or in experiences of discrimination, the increased use of the language reflects a shift in social practices. The study highlights the potential of integrating culturally and linguistically relevant digital technologies into the regular school day, particularly in urban contexts where Quechua is a minority language. Finally, it underscores the importance of a comprehensive approachcombining technology, pedagogy, and teacher trainingto achieve sustainable results.