Abstract
This paper is a critical meta-analysis of mobile learning research based on qualitative descriptions of meta-analyses of m-learning research studies published between 2009 and 2013. The study covered in this paper looks at the conceptual frameworks and theories underpinning mobile learning research studies, the global experiences of using mobile digital devices for learning, and the factors enhancing or hindering the acceptance and use of mobile digital devices for learning in higher education. The study concludes that without reference to theoretical and pedagogical issues, including the design of m-learning, studies of m-learning will not necessarily further our understanding of how m-learning can contribute to successful learning outcomes globally.
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