Abstract
This paper discusses the diffusion of two models of mobile learning within the educational research literature: The Framework for the Rational Analysis of Mobile Learning (FRAME) model and the 3-Level Evaluation Framework (3-LEF). The main purpose is to analyse how the two models, now over 10 years old, have been referenced in the literature and applied in research. The authors conducted a systematic review of publications that referenced the seminal papers that originally introduced the models. The research team summarized the publications by recording the abstracts and documenting how the models were cited, described, interpreted, selected, rejected, and/or modified. The summaries were then coded according to criteria such as fields of study, reasons for use, criticisms and modifications. In total, 208 publications referencing the FRAME model and 97 publications referencing the 3-LEF were included. Of these, 55 publications applied the FRAME model and 10 applied the 3-LEF in research projects. The paper concludes that these two models/frameworks were likely chosen for reasons other than philosophical commensurability. Additional studies of the uptake of other mobile learning models is recommended in order to develop an understanding of how mobile learning, as a field, is progressing theoretically.
Highlights
Mobile learning came into focus in the 1990s as personal digital assistants (PDAs) and, later, mobile phones began to facilitate learning [1]
One of our main goals was to explore the impact that the FRAME model and the 3-Level Evaluation Framework (3-LEF) have had in educational research
This paper has only examined two of many models in the field of mobile learning
Summary
Mobile learning came into focus in the 1990s as personal digital assistants (PDAs) and, later, mobile phones began to facilitate learning [1]. In 2005, m-learning became an accepted term [1], the definition of the term remained problematic. Within this relatively short time span, researchers and practitioners have grappled with defining, understanding, designing, applying, and evaluating mobile learning. They question who and what is mobile as well as how to integrate mobile tools into pedagogical practices. Conceptual models and frameworks play a significant role in answering these questions because they explain “either graphically or in narrative form, the main things to be studied—the key factors, concepts, or variables—and the presumed relationships among them” [2]
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