Trends Of Mobile Learning Research Articles

Publication Trends on Mobile Learning in Science Education

Mobile learning is gaining popularity in science classes because it has the potential to increase student engagement and learning. This bibliometric analysis examines the trends in mobile learning and science education publications. Scopus and Web of Science (WoS) datasets were used in this bibliometric analysis. ScientoPy was employed to analyse the data obtained using keywords (“mobile learning” OR “m-learning”) AND (“science education” OR “science learning” OR “science teaching” OR “science”). The keywords “Mobile learning”, “e-learning”, “mobile devices”, “gamification,” and “higher education” are the top five keywords used in previous publications. With 32 publications, the most productive institution is the National Taiwan University of Science and Technology. The top three source titles are Computers & Education, Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Bioinformatics), and the International Journal of Mobile Learning and Organization. The study’s results give an overview of how mobile learning in science education has changed and can guide future research in this field. This bibliometric analysis also illustrates the current research on mobile learning in science education. The results suggest that mobile learning could be an excellent way to get students more interested in science and help them learn more. Inevitably, this bibliometric review of mobile learning in education only scratches the surface of a vast body of literature, with some parts of the theme have been disregarded.

COMPREHENSIVE SYSTEMATIC REVIEW ON MOBILE LEARNING IN HIGHER EDUCATION

As mobile technologies continue to make their way into every part of modern life, it is important to systematically study the literature to investigate the many different aspects of M-learning in higher education. The primary aim of this study is to investigate the prevailing trends in mobile learning (M-learning) within the higher education sector, specifically focusing on the period from 2021 to 2023. The intention is to furnish fellow researchers with up-to-date insights into the current landscape of M-learning trends. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework provide Systematic Literature Review (SLR) methodological rigor and quality assurance. Using two digital libraries, SCOPUS and Web of Science, 29 articles were ultimately analyzed. This systematic literature review discusses the mobile learning trend in 4 themes: Acceptance and Adoption of Mobile Learning, factors Influencing Mobile Learning, Perceptions and Attitudes towards Mobile Learning, and effectiveness of mobile learning. This systematic literature review on mobile learning in higher education presents that it is becoming more important. It sheds light on what makes people accept M-learning, how perceptions play a part, and how M-learning affects academic performance. Suggestions for future study in M-learning are to focus on new technologies, making it easier for students with disabilities to use, cultural factors, and environmental effects.

A Bibliometric Analysis of Trending Mobile Teaching and Learning Research from the Social Sciences

With the development of computer and information technology, mobile teaching has enjoyed pride of place among teaching mediums in the past two decades. To visually explore the mobile learning hotspots and trends present in international journals, this study adopted two science mapping tools (CiteSpace and VOSviewer) to first detect and then visualise emerging trends (i.e., hotspots) in the mobile learning literature. A total of 528 mobile learning articles published between 2003 and 2021 that appeared in 21 international educational technology journals indexed in the SSCI database were retrieved for bibliometric analysis. The results show (1) there was a remarkable increase in academic output in this field starting in 2008 that topped out in 2021; (2) co-authorship with academics from diverse countries/regions and institutions was evident; (3) three trending foci in the literature include defining mobile learning, designing learning systems, and exploring mobile learning effectiveness; and (4) the high-frequency co-cited publications focus on the effectiveness of mobile devices via different research methods. This study provides scholars with an accessible summary of the current trends in mobile learning, identifies the active researchers in this field, and reports on which outlets are most relevant for research produced on this topic. In addition, the findings have direct implications for the education and private sectors. Mobile devices are not widely adopted in classroom settings and are often considered a learning tool more suited for out-of-class assignments or practice. Therefore, it is necessary for information technology educators to invest in actively initiating the integration of mobile technology into the classroom. Those in the technology industry should aim to develop mobile devices and relevant educational applications/software that can be utilised not only within the confines of the classroom but also to bridge in-class and out-of-class learning.

Öğretmen Eğitiminde Mobil Öğrenmenin Kullanımındaki Eğilimlerin Gözden Geçirilmesi

The present study purposed to examine recent trends in mobile learning in teacher education. In this context, articles were reviewed until November 11, 2020 that met the research criteria. As a result, systematic review and bibliometric analysis were conducted for 58 articles indexed in SSCI. According to the results of the study, 2016 was the year in which the most studies were published. The results also showed that the continent with the most studies were Asia and the USA was the country where the most studies were carried out. In addition, quantitative articles were the most used research methods and questionnaire was the most preferred data collection tool. The most commonly used sampling method, sampling group, and sampling size are purposive sampling, teachers, and 1-50, respectively. Other results of the study were presented and discussed and some suggestions were provided. The study results can gain insights for teachers, scholars, and policymakers into tendencies in the use of mobile learning in teacher education.

A Scientometric Analysis of Twenty Years Trends in Mobile Learning, Blended Learning, Online Learning, E-Learning and Dental Education Research

A Scientometric Analysis of Twenty Years Trends in Mobile Learning, Blended Learning, Online Learning, E-Learning and Dental Education Research

Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

Mobile learning for English Language Teaching (ELT) has become an emerging trend to sustain education, providing the option to learn English for Specific Purposes (ESP). However, the review of mobile learning in ESP is scarce, despite its importance in sustaining education. Thus, this review systematically identifies the trends of mobile learning concerning ESP. Using three databases, namely Web of Science (WoS), Scopus, and Educational Resources Information Centre (ERIC), 28 articles were extracted out of 139, from 2012 to 2021, with exclusion and inclusion criteria taken into consideration. First, the significant findings portrayed that mobile apps are the most commonly used means of mobile learning. Second, vocabulary and language competency is more emphasised in mobile learning for ESP. Third, mobile learning in ESP mostly dominated the business field of studies. These three findings implied that there are still gaps in research on mobile learning and ESP. Generally, this review is valuable for practitioners to know which mobile learning tool is ready to be used and in identifying gaps for research in mobile learning and ESP, to sustain education for the future.

Status and trends of mobile learning in English language acquisition: A systematic review of mobile learning from Chinese databases

Mobile learning has become the potential for innovation and disruption in the last decade. This study reviewed Chinese scholarly publications related to mobile learning research and published related to teaching and learning English in China’s higher education. Its purpose is to enrich systematic reviews for digital education with the provision of mobile learning research in China’s context with academic findings inaccessible to those who do not speak Chinese. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) principles are used to provide a transparent synthesis of extant studies. Major findings include that English learning has made progress in teaching strategy, pedagogical practice, and teaching model related to mobile technology, but a concern emerges in how teachers integrate technology into pedagogy appropriately to achieve the outcome beyond traditional teaching. The findings suggest further studies to analyse teachers’ needs in disruptive education in China.

THE USE OF MOBILE LEARNING AS A MODERN INFORMATION TECHNOLOGY IN LEARNING OF FOREIGN LANGUAGE IN THE EDUCATIONAL INSTITUTIONS

The article examines the current trends of mobile learning in modern education. Some of the aspects of implementation such mobile approach are mentioned below. It is noted that despite the widespread availability of different types of mobile phones among students, mobile learning poorly distributed in high schools of Kazakhstan. The technical and psychological readiness of students to use mobile technology in the learning process is analyzed. Also, the experience of the first world mobile learning technology is examined. Based on that findings some of the advantages and the most suitable mobile devices are outlined. These devices. which originally were developed for entertainment might play a crucial role in increasing the efficiency of Kazakhstan's education sector. It concludes that most of today’s students are ready both technically and psychologically to use mobile technology in education, and it is highly important to consider any new opportunities for more effective use of mobile learning.

Research Trends in Mobile Learning

A total of 1023 selected articles published in 2016–2019 related to mobile learning were examined and classified according to the categories in this research: 40% of these articles used quantitative approaches, 18% of them used mixed, and 13% of them were literature reviews. The published studies were analyzed according to research model, sample size, sample level, learning fields, subject-area classification, data collection tool, data analysis technique, dependent variable, independent variable, mobile device, number of authors, and publication year. The findings were analyzed and interpreted as a percentage and frequency. This research will be useful for reviewing current research trends related to mobile learning studies, indicating potential research on the topics, and revealing the needs of the field.

Mobile Learning in Turkey: Trends, Potentials and Challenges

Several components of learning including learners, teachers, schools, learning methodologies, learning content and evaluation criteria are affected by changing technologies. Like other technology-based learning methods, mobile learning is also a product of a period in which new technologies and education are intertwined. As new learning and technologies become more personalized, learner-centered, connected, portable and ubiquitous, skills such as cooperation, communication, critical thinking and creativity start to stand out. Mobile learning has a potential to address these skills and better cater for today’s digital native learners thanks to the aforementioned affordances. This potential of mobile learning is the starting point for this study. The aim of this study is to see the trends of mobile learning over the years and to discuss its potentials and challenges. In line with this purpose, the graduate theses published in Turkish Higher Education Council Thesis Database between 2010 and 2019 were reviewed by content analysis method. The results of the study revealed that mobile learning in graduate studies offer the potentials to positively effect on academic achievement, facilitate positive attitude towards mobile learning, increase motivation and develop positive attitude towards the course. In addition, the results also demonstrated that mobile learning is time and place independent, easy, fun and helpful for vocabulary learning and increasing interaction. However, there were also challenges reported associated with mobile learning such as technical and infrastructural problems and lack of hardware and software used in mobile leaning tools.

The Research on the Theme and Development Trend of Mobile Learning in China in the Past Ten Years

Mobile learning has become a normal learning mode. It not only seeks innovation in terms of learning time and learning space but also has in-depth research in technical support, learning design, learning model and teaching practice. This paper has used UCINET, SPSS and Citespace to analyze the mobile learning literatures of recent ten years and analysed research topics and development trends of mobile learning using time-space analysis of literatures、 social network analysis、 analysis of highly cited documents and multidimensional scaling.

DEVELOPMENT OF FUTURE TEACHERS OF ENGLISH INFORMATION-COMMUNICATION COMPETENCE

The article focuses on the issue of future teachers of English information-digital competence development as an important condition for the development of the information society as one of the national priorities. The author states that while the future teachers are obtaining higher education, the secondary teachers and school students are also developing and moving forward. The issue of the develop-ment of the future teachers of English information-digital skills is considered to be an urgent issue facing modern pedagogical institutions of higher education. The ways of future teachers of English information-digital competence development are revealed, the factors influencing this process and the issues to be taken into consi-deration are studied. Special attention is paid to the communication and its features on the Internet: symbols, hieroglyphs, memes, emoticons, infographics, etc. as well as virtualization and digitalization. These tools are considered to encourage stu-dents to communicate in a non-native language as they make this process more expressive and easier for understanding. The issue of «digital immigrants» teaching the «digital natives» is partially touched. The article presents the unit «Application of Information and Communication Technologies in Foreign Language Learning» being a part of the experimental curriculum of «English Language Teaching Metho-dology» worked out within the Joint Project of British Council Ukraine and Ministry of Education and Science of Ukraine «New Generation School Teacher». Teacher’s information-digital skills, presented in the article, include the ability to use a variety of software to learn and teach English; to use social networks, blogs, sites, to evaluate the potential of online audio and video material for language learning; to assess the potential risks of using the Internet for students of all ages and to set cybersecurity rules; to study current trends in mobile learning and to use mobile phones for educational purposes. The examples of the activities for future teachers of English information-digital skills development are described as they are used in Methodology classroom.

Trends of mobile learning: A review of the top 100 highly cited papers

AbstractHighly cited papers can be representative of the latest changes in specific research issues, as they reflect the important issues or research trends that researchers have paid attention to recently. Through reading highly cited papers, researchers can identify some important issues for consideration in their own research, which can then catch other researchers’ eyes easily and efficiently. In order to explore the feature of the latest changes in mobile learning, in this study, a review of the top 100 highly cited mobile learning papers was conducted. According to the review, four advantages were identified from the highly cited mobile learning studies: proposing new learning strategies, applying mobile learning to seldom‐considered subjects, applying mobile learning to seldom‐investigated domains and investigating seldom‐discussed issues. It was found that the studies focused more on comparing different mobile learning modes for finding more effective mobile learning approaches rather than comparing the impacts of mobile learning with traditional instruction. Moreover, the studies focused more on learners’ higher order thinking performance and learning behaviors. Some suggestions, differing from those presented by previous mobile learning reviews, are provided as reference for researchers to conduct related research. Practitioner NotesWhat is already known about this topic Mobile learning has been regarded as a tool for improving learners’ learning and bridging students’ learning in class and in the field. Research trends can be highlighted and provide a more accurate view of the publication patterns. Highly cited papers can be used to identify the advance of the research foci. What this paper adds Most highly cited studies mainly focused on comparing the different mobile learning modes to find more effective approaches for conducting mobile learning activities. The mobile learning places have changed from classrooms to real‐world contexts; in addition, the number of across‐context studies is increasing. The highly cited papers started to focus more on learners’ higher‐order thinking performance and learning behaviors. Implications for practice and/or policy Researchers can consider proposing new learning strategies, applying mobile learning to seldom‐considered subjects, applying mobile learning to seldom‐investigated domains, and investigating seldom‐discussed issues. Adopting mixed methods is becoming the mainstream of mobile learning studies. Several seldom‐discussed issues, such as higher order thinking, collaboration/communication skills, and learning behaviors are potential mobile learning research topics.

A review of experimental mobile learning research in 2010–2016 based on the activity theory framework

In this study, we systematically reviewed the experimental mobile learning studies published in 2010–2016. Moreover, the activity theory framework was adopted to investigate the insights and trends of mobile learning. That is, the dimensions of context, tools, control, communication, subjects and objectives were employed to analyze the studies. It was found that most experimental mobile learning studies engaged students in real-world contexts, and the activities were conducted based on the existing school curriculums. This means that researchers and school teachers noted the value of situating students in meaningful learning by helping them link what they had learned from the textbooks to real-world scenarios or daily life environments. In the meantime, the studies frequently involved the students in actively using mobile systems with communication facilities to acquire knowledge via interacting with peers, events, and specified real-world learning targets in the environment. On one hand, many researchers proposed to raise students' motivation; on the other hand, they expected to observe more of what the learners, particularly novices and low-achievement students, had done when observing their past interactions. Even so, it was found that mobile devices were considered a main way of allowing students to acquire self-learning materials rather than only mediation learning across contexts. As the current studies can be considered to contain blended rather than purely self-paced learning, there is still a large space for mobile learning progress and development.

A review of Current Studies of Mobile Learning

Technological developments influence educational systems. It has been understood that educational environments are not limited to schools. With the use of computers and the internet in educational systems, occasions to access information have changed, and such concepts as mobile learning have occurred. In recent years, mobile learning (m-learning) has been an important component of distance education. For that reason, the aim of this study is to summarize and synthesize research findings in the literature by employing literature review. On this basis, research published between 2013 and 2017 was included to the content of this study. Throughout the research, 11 research articles were found and 9 of them were selected. Purposes, methodologies, and outcomes of these researches were explained. Therefore, the study is considered to be important since it tried to reveal the related research trends of mobile learning.

Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011 – 2015)

The potential and use of mobile devices in higher education has been a key issue for educational research and practice since the widespread adoption of these devices. Due to the evolving nature and affordances of mobile technologies, it is an area that requires ongoing investigation. This study aims to identify emerging trends in mobile learning research in higher education in order to provide insights for researchers and educators around research topics and issues for further exploration. This study analysed the research themes, methods, settings, and technologies in mobile learning research in higher education from 2011 to 2015. A total of 233 refereed articles were selected and analysed from peer reviewed journals. The results were compared to three previous literature review-based research studies focused between 2001 and 2010 to identify similarities and differences. Key findings indicated that: (a) mobile learning in higher education is a growing field as evidenced by the increasing variety of research topics, methods, and researchers; (b) the most common research topic continues to be about enabling m-learning applications and systems; and (c) mobile phones continue to be the most widely used devices in mobile learning studies, however, more and more studies work across different devices, rather than focusing on specific devices.

Trends of Mobile Learning in Computing Education from 2006 to 2014

The majority of the existing research regarding mobile learning in computing education has primarily focused on studying the effectiveness of, and in some cases reporting about, implemented mobile learning solutions. However, it is equally important to explore development and application perspectives on the integration of mobile learning into computing education and identify practical implications for learning and teaching practices. In this study, the authors performed a systematic review of scientific publications related to mobile learning in computing education. After identifying relevant publications, they analysed them from three main aspects: technology and development, design of mobile learning solutions and applications, and implications for learning. The authors' study reveals that mobile learning in computing education has the potential to increase several affective traits of learners. In addition, mobile learning in computing education has matured enough to be mainly concerned with the mainstreaming of the computing curriculum rather than basic research.

The Use of Mobile Learning in Science: A Systematic Review

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from the year 2000 onward. Major findings include that most of the studies focused on designing systems for mobile learning, followed by a combination of evaluating the effects of mobile learning and investigating the affective domain during mobile learning. The majority of the studies were conducted in the area of life sciences in informal, elementary (5–11 years) settings. Mobile devices were used in this strand of science easily within informal environments with real-world connections. A variety of research methods were employed, providing a rich research perspective. As the use of mobile learning continues to grow, further research regarding the use of mobile technologies in all areas and levels of science learning will help science educators to expand their ability to embrace these technologies.

Research trends in mobile learning: A global perspective

Mobile learning is an opportunity for libraries to develop new information services to enhance efficiencies and overcome the digital divide. The present study has found 1958 research papers in SCOPUS and Web of Science, published on mobile learning till January 1, 2013. They have received 6872 citations till December 31, 2013. These publications have originated from 157 institutes from 79 countries and were published in 64 journals. The paper has studied the global Research Trends in Mobile Learning from the analysis of the data. It uses different Bibliometric parameters in this context and it particular applied the transformative activity index (TAI). The journal entitled ‘Lecture Notes in Computer Science’ has produced the highest number of papers 106 (5.4 %). Taiwan has published 249 (12.7 %), the maximum literature on mobile learning. The number of publications in United Kingdom, Italy, Finland, and Hong Kong declined during 2007-12 compared to the first quarter 1984 to 2006. The literature on mobile learning is spread over 26 subjects. The highest number of publications 1290 (41.6 %) was in computer science. Average citations per publication were recorded ∼3.5. Top 15 prolific institutions have produced 366 (18.7 %) of the total publications and these publications have received 3374 (49.1 %) citations. The National Central University Taiwan (45; 2.3 %) is found to be the most productive institution. Ogata, H. from Showa University, Department of Internal Medicine, Tokyo, Japan is the most productive author with 25 (1.3 %) publications in the subject.

Research and trends in mobile learning from 1976 to 2013: A content analysis of patents in selected databases

AbstractMobile learning has been a very popular topic in the past several decades. As more patents in this field have been submitted, the analysis of patents has surfaced as an important mechanism to understand trends, uses, targeted audiences and other aspects in the mobile learning space. Based on the CNIPR, USPTO, and Espacenet databases, this paper provides an analysis of mobile learning from 1976, when the first patent in mobile learning emerged, to 2013. One hundred thirty patents were analyzed from two dimensions: the instructional dimension (including target audience, situation and purpose) and the patent dimension (including technology and style). It was found that “students” was the most popular target audience; “out of class for education” was the most utilized situation; “provide more friendly peripheral service” was the primary purpose; “wireless, mobile and ubiquitous technologies for learning, pervasive computing for learning, u‐computing in learning” were the most utilized technologies; and “system and method” was the most common style. Currently, patents in mobile learning are more inclined to provide personalized, contextualized, easily‐retrievable, auto‐updated and intelligent pushed learning content. Additionally, providing multipresentation, supporting seamless learning, adopting learner analysis, improving learner diversity and context awareness are becoming the characteristics of mobile learning patents.