M-learning, or mobile learning, is defined as "learning across multiple contexts, through social and content interactions, using personal electronic devices" It is a form of distance education or technology-enhanced active learning where learners use portable devices such as mobile phones to learn anywhere and anytime. Reviews of 97 studies published between 2014 and 2023 show that well-planned mobile learning can improve engagement, knowledge, and skills at different education levels. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning". M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.
M-learning allows educational content to be accessed from a wide range of locations, depending on network availability. It allows for the instant sharing of feedback and tips since mobile devices are often connected to the internet. M-learning also offers strong portability by replacing books and notes with small devices filled with tailored learning content. Moreover, it has the added benefit of being cost-effective, as the price of digital content on tablets is falling sharply compared to traditional media such as books, CDs, DVDs, etc. For example, a digital textbook costs one-third to half the price of a paper textbook, with zero marginal cost.
According to Fombona, Pascual-Sevillana, and González-Videgaray, this methodology offers various possibilities, including greater and different access to information. It also introduces significant innovations, such as the increase in informal and playful activities, iconic virtual membership, and networks of friendly interaction within new scales of values.
Background Mobile learning is seen as either the "delivery" of education, or the "provision" of support on mobile phones, PDAs, or tablets. New mobile technology, such as hand-held-based devices, is playing a large role in redefining how people receive and process information.Oller, Rick. The Future of Mobile Learning (research bulletin). Louisville, CO: EDUCAUSE Center for Analysis and Research, May 1, 2012.
History Concepts of m-learning were introduced by Alan Kay in the 1970s when he joined Xerox Corporation's Palo Alto Research Center and formed a group to develop the "Dynabook," a portable and hands-on personal computer. The aim was to provide children with access to the digital world. However, this project eventually failed due to a lack of technological support at that time. In 1994, Mitsubishi Electric Corp. created the first smartphone called IBM Simon, which was defined as a handheld personal communicator. Following this, various technological companies began designing what we now know as "smartphones". The creation of smartphones laid the foundation for mobile learning, and subsequent innovations in mobile devices propelled mobile learning into the realm of projects and research.
Mobile learning is defined as "learning across multiple contexts, through social and content interactions, using personal electronic devices". It originally focused on the type of mobile device, but then changed to focus on learning with the devices. Now, with AI mobile learning includes extended reality, and learning analytics, aiming for personalized and immersive experiences. Later mlearning research phases also adopted theoretical models such as TAM, UTAUT, and TCCM to analyze learner behavior and implementation contexts. In its second phase, around 2005, a tremendous number of projects have been completed, four major projects are "The Leonardo da Vinci project From e-learning to m-learning led by Ericsson Education Dublin", "The Leonardo da Vinci project Mobile learning: the next generation of learning led by Ericsson Education Dublin", "The IST project M-Learning led by the United Kingdom government Learning and Skills Development Agency (LSDA)" and "The IST project MOBILearn led by Giunti Ricerca of Genoa, Italy". These projects are mainly targeted on the effects of m-learning, like motivation to learn, engagement in learning activities, and focus on special needs people; they set the tone for mobile learning, and m-learning is prepared to transfer from project status to mainstream education and training.
Currently, m-learning research has become globalised, with Africa, Asia, North America, Europe, Scandinavia, Australia, and New Zealand all making achievements in this field.
Approaches
Classroom
Applications in classrooms and other learning spaces combine the use of handheld computers, PDAs, smartphones, or handheld voting systems (such as clickers) with traditional resources.
Class management Mobile devices in brick-and-mortar classrooms can be used to enhance student-centered learning and group collaboration among students through communication applications, interactive displays, quick response codes, and video features. Existing mobile technology can replace cumbersome resources such as textbooks, visual aids, and presentation technology.] In higher education, mobile learning improves student engagement, but barriers such as infrastructure, cost, and instructor readiness remain critical. Interactive and multi-mode technology allows students to engage and manipulate information. Mobile Device features with WIFI capabilities allow for on-demand access to information. Access to classroom activities and information on mobile devices provides a continuum for learning inside and outside the classroom. Systematic reviews confirm that mobile access enhances learning engagement and bridges formal and informal education spaces.
In a literature review conducted by FutureLab, researchers found that increased communication, collaboration, and understanding of concepts were a result of mobile technology applications.
Distance learning
Mobile devices can be used in online settings to enhance learning experiences.Robinson, R. & Reinhart, J. (2014). Digital Thinking and Mobile Teaching: Communicating, Collaborating, and Constructing in an Access Age. Denmark: Bookboon. The mobile phone (through text SMS notices) can be used especially for distance education or with students whose courses require them to be highly mobile, particularly to communicate information regarding the availability of assignment results, venue changes, and cancellations, etc. This also enables bite-sized or microlearning content, short learning modules of 2-10 minutes delivered over mobile platforms, allowing retention through spaced practice and just-in-time application. Mobile devices facilitate online interaction between teachers and students, and among peers, enabling real-time collaboration, self-assessment, and reflective learning. Recent research highlights that mobile learning enhances collaboration and allows personalized pacing, especially when combined with interactive apps and cloud-based platforms. It can also be of value to business people, such as sales representatives, who do not wish to waste time away from their busy schedules to attend formal training events.
Podcasting
Podcasting consists of listening to audio recordings of lectures. In higher education, podcasting fosters asynchronous access, supports informal review, and increases flexibility for remote learners using mobile devices. It can be used to review live lectures and to provide opportunities for students to rehearse oral presentations. Podcasts may also provide supplemental information to enhance traditional lectures.
Psychological research suggests that university students who download podcast lectures achieve substantially higher exam results than those who attend the lecture in person (only in cases in which students take notes).
Podcasts may be delivered using syndication, although this method of delivery is not always easily adopted.
Work M-learning in the context of work can encompass various forms of learning. It has been defined as the "processes of coming to know, and of being able to operate successfully in, and across, new and ever-changing contexts, including learning for, at and through work, by utilising mobile devices".Pachler, N., Pimmer, C., & Seipold, J. (Eds.). (2011). Work-Based Mobile Learning. Concepts and Cases. Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien: Peter-Lang, drawing on Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile Learning: Structures, Agency, Practices (Vol. 1). New York, Dordrecht, Heidelberg, London: Springer.
M-learning for work M-learning at and through work Cross-contextual m-learning
Learning for work, also known as 'just-in-case' learning, involves traditional and formal educational activities, such as training courses, that prepare learners for future work-related tasks. A typical corporate application is the delivery of mobile compliance training, which can effectively reach geographically mobile employees like consultantsSwanson, K. (2008). "Merrill Lynch: Bullish on Mobile Learning (case study)". Chief Learning Officer. Retrieved from or staff in logistics and transport systems.Stead, G., & Good, M. (2011). "Mobile learning in vocational settings: lessons from the E-Ten BLOOM project". In N. Pachler, C. Pimmer, & J. Seipold (Eds.), Work-based mobile learning: concepts and cases. Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien: Peter-Lang Another application is mobile simulations that prepare learners for future situations, such as real-time SMS-based simulations for disaster response training.Cornelius, S., & Marston, P. (2011). "Work-based simulations: using text messaging and the role of the virtual context". In N. Pachler, C. Pimmer, & J. Seipold (Eds.), Work-based mobile learning: concepts and cases. Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien: Peter-Lang
Learning at and through work, labeled as "just-in-time" mobile learning,Pimmer, C., & Gröhbiel, U. (2008). Mobile Learning in corporate settings. Results from an Expert Survey. Paper presented at the mLearn2008. The Bridge From Text To Context, Telford. occurs in informal educational settings within the workplace. Studies suggest these approaches improve employee problem-solving, and simulation-based mobile training enhances disaster response preparedness. Employees can use mobile phones and handheld devices to solve problems on the spot, for example, by accessing informational resources like checklists and reference guides before customer visits or mobile decision support systems. The latter is particularly popular in clinical settings, where they assist highly mobile medical staff in making decisions regarding complex patient cases using rule-based algorithms. Their application has been associated with learning and, specifically, with improving the practice of medical staff. Mobile-social learning platforms have been shown to strengthen professional collaboration, especially in low-resource contexts such as healthcare, where mobile peer networks help practitioners access expert input, training updates, and clinical decision support. Learning through work also occurs through interaction with distant peers via phone. "People tagging" is an approach where individuals assign topics to their co-workers. The aggregation of interests and experiences serves as a means to raise awareness and locate competent experts when needed, particularly with context-sensitive expert location systems.