Authors: Sofia Moya; Mar Camacho
Addresses: Department of Pedagogy, Faculty of Education, Applied Research Group on Educational Technology, Universitat Rovira i Virgili, Tarragona, Spain ' Department of Pedagogy, Faculty of Education, Applied Research Group on Educational Technology, Universitat Rovira i Virgili, Tarragona, Spain
Abstract: This study seeks to deepen the understanding of existing mobile learning research, summarise the relevant knowledge and identify research gaps. This study is based on a systematic review of relevant studies conducted between 2009 and 2018; the pool of studies comprised 25 studies, representing a total of 1828 original publications. A taxonomy was proposed based on 13 taxonomies, which were grouped into five domains: bibliometric statistics, research purposes, demographics and context, methodologies and outcomes. The findings revealed the following: the number of articles published has increased over the last years, with significant contributions from Asia; most studies feature positive outcomes; the main focus is on learning effectiveness; the majority of the target sample comprises students, and the environment is hybrid, with a tendency to be informal; and mixed research methodologies are the common trend. The results also revealed a lack of current research in the field of strategies and frameworks.
Keywords: mobile technology support learning; teaching strategies; blended learning; m-learning; ubiquitous learning.
International Journal of Mobile Learning and Organisation, 2020 Vol.14 No.4, pp.425 - 455
Received: 04 Apr 2019
Accepted: 17 Aug 2019
Published online: 29 Oct 2020 *