Research on Mobile Learning in K–12 Education From 2007 to the Present

1.Nine comparative studies showed a positive learning outcome

2.M-learning had greater achievement

1.Three studies showed a mixed finding

2.m-learning had neither a positive nor a negative effect

Five comparative studies found positive learning gains when students learned academic content in a real-world context

1.mobile device

2.learning object or software

The ability to access content and communication with peers and teachers

The implementation of mobile games in a classroom

(a) multimedia-access tool

(b) connectivity tool

(c) capture tool

(d) representational tool

(e) analytical tool

1.mobile learning in authentic settings outside the classroom

2.hand-held device for accessing information

individualize learning

allowing students to

work at their own pace

monitor their own progress

access additional help outside the classroom.

1.interruptions to the learning ecology

2.others advocated for using the device as a tool for learning

access to the mobile device through a school-sponsored program contributed toward socio-educational equity

27% of the studies researched m-learning within the context of a natural science

M-learning in mathematics accounted for17% of the research reviewed

Using mobile devices to support social studies education was represented in 11% of the studies

Various approaches to mobile device use for native language learning (mostly in the form of text-based literacy)

Five studies explored mobile learning in second-language acquisition

Comparison Studies

Positive learning outcomes

Neutral learning outcomes

Learning context

Learning objects

Noncomparison Studies

Communication and collaboration

Game-based learning

Application evaluation studies

Mobilized Learning

M-learning is suggested to provide learners with distinct advantages that can support mobilized curriculum.

Research on Mobile Learning in K–12 Education From 2007 to the Present

1.Nine comparative studies showed a positive learning outcome

2.M-learning had greater achievement

1.Three studies showed a mixed finding

2.m-learning had neither a positive nor a negative effect

Five comparative studies found positive learning gains when students learned academic content in a real-world context

1.mobile device

2.learning object or software

The ability to access content and communication with peers and teachers

The implementation of mobile games in a classroom

(a) multimedia-access tool

(b) connectivity tool

(c) capture tool

(d) representational tool

(e) analytical tool

1.mobile learning in authentic settings outside the classroom

2.hand-held device for accessing information

individualize learning

allowing students to

work at their own pace

monitor their own progress

access additional help outside the classroom.

1.interruptions to the learning ecology

2.others advocated for using the device as a tool for learning

access to the mobile device through a school-sponsored program contributed toward socio-educational equity

27% of the studies researched m-learning within the context of a natural science

M-learning in mathematics accounted for17% of the research reviewed

Using mobile devices to support social studies education was represented in 11% of the studies

Various approaches to mobile device use for native language learning (mostly in the form of text-based literacy)

Five studies explored mobile learning in second-language acquisition

Comparison Studies

Positive learning outcomes

Neutral learning outcomes

Learning context

Learning objects

Noncomparison Studies

Communication and collaboration

Game-based learning

Application evaluation studies

Mobilized Learning

Learning outside of classrooms

Expanding the school day

Conflicts with school electronic device use policy

Digital inequity

Academic Content

Natural sciences

Mathematics

Social studies

Language arts

ESL and second-language acquisition