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Open research questions in Mobile Learning in Education

183 unresolved questions extracted from the limitations and future-work sections of 3,860 Mobile Learning in Education papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The findings of this study indicate that integrating mobile technologies into the 5E learning cycle model was more effective than traditional laboratory tools in improving preservice science teachers’ academic achievement, attitudes toward physics laboratories, and scientific process skills. Effect size analyses further supported these findings, indicating large to very large improvements across variables (e.g., academic achievement and scientific process skills), suggesting a meaningful educational impact of the intervention. However, these effect sizes should be interpreted with caution. In educational research, large effect sizes may be influenced by factors such as increased student engagement, the novelty effect associated with mobile technologies, the structured nature of instructional design, and instructor guidance. In addition, the use of intact groups and the specific implementation context may have contributed to the magnitude of the observed differences. Therefore, the findings should be considered within the contextual boundaries of the study. Beyond demonstrating effectiveness, this study contributes to the literature by offering a phase-based perspective on how mobile technologies can be integrated into the 5E learning cycle. Specifically, mobile tools can support visualization and engagement, enable real-time data collection during inquiry, facilitate conceptual understanding, and promote the transfer of knowledge to real-world contexts. This perspective provides a more detailed understanding of how technology-enhanced inquiry-based instruction supports learning outcomes. This study has several limitations that should be acknowledged. First, the sample size was relatively small (n = 64) and drawn from a single university, which limits the generalizability of the findings. Second, due to the quasi-experimental design, random assignment was not feasible, and intact classes were used, which may have introduced pre-existing differences. Third, the study relied on self-report scales and performance-based assessments conducted over a single semester, which may not fully capture long-term development. Fourth, the intervention was implemented by a single researcher who also served as the course instructor, raising potential concerns regarding researcher bias and implementation fidelity. Finally, the study was limited to physics laboratory contexts and may not be directly transferable to other science domains or in-service teacher populations. Despite these limitations, the findings offer important implications for practice and policy. For practice, the results suggest that teacher educators may benefit from incorporating mobile-supported inquiry activities into laboratory courses to support the development of academic, affective, and process-oriented outcomes.

    Integrated 5E Learning Cycle Model with Mobile Technology: An Effective Laboratory Approach for Future Educators · 2026 · DOI

  • Moreover, future research should explore how teaching students in AO can contribute to their abilities to hone their listening skills.

    Low vs. High Proficiency Students’ Attitudes Toward Academic Optimism Regarding the Use of Mobile Phones for Listening Instruction: A Mixed Methods Study · 2026 · DOI

  • The Ministry of Education (MOE) should formulate a policy that allows students to use mobile phones in schools while implementing content control measures to ensure that learners only access approved educational applications and materials. Schools should invest in buying smartphones or tablets, and all teachers should adopt mobile learning applications instructional practices in teaching different learning areas.

    Accessibility of Mobile Learning Applications on Students' Academic Achievement in Christian Religious Education in Secondary Schools in Kiambu County, Kenya · 2026 · DOI

  • The findings in this study suggest the following recommendations: ● Student response systems are recommended as tools in large undergraduate lectures. ● The teacher should read up on the literature and carefully consider how and why SRS technology should be used in his/her class. ● SRS-Clickers should be used in connection with small peer groups in the lecture room, facilitating peer learning among equals. ● These discussions are also “breaks” and should be evenly spread out for the students to stay alert during the rest of the lecture. ● Assignments should both lead to clarification and be suitable (complicated enough) for productive group discussions. D. Y. Jacobsen1 3 ● Students should be allowed to vote twice, once before discussing and also after the small group discussions (i.e., pathway three in Chien et al.’s model, 1.2.3). ● Do not overdo; the literature usually recommends 2 or 3 SRS sessions per lecture. ● Answers should not be connected to any extra benefits or credits and, therefore, also not recorded. ● This study was based on MCQ questions; teachers should test out new opportunities that come with contemporary versions of SRS technology. Other technologies to support peer learning should also be considered. ● Using the classroom SRS system for quiz games or any form of competition should be avoided. ● Remember that this is a potentially powerful tool for learning, but also for control or un- healthy gaming. Acknowledgements I would primarily like to thank the students and teachers who participated in this study for sharing their classrooms and experiences. I will also thank Professors Ronald E. Rice at the Univer- sity of California, Santa Barbara, and Ingunn Hagen at the Norwegian University of Science and Technology for reading previous versions of this manuscript and providing valuable suggestions along the way. Funding Open access funding provided by NTNU Norwegian University of Science and Technology (incl St. Olavs Hospital - Trondheim University Hospital) Data Availability Due to GDPR rules and regulations, the data from this study are not uploaded to a common repository. On request, the author can provide the data.

    Student Response Systems (SRS): A Game Changer in College Classrooms?-An Explorative Study of Technology-Enhanced Learning · 2026 · DOI

  • Therefore, future research could address these limitations by including larger and more diverse samples and triangulating self-reports with classroom observations, usage records from mobile applications, such as log data, duration, task completion, and performance scores, to obtain more objective and comprehensive insights.

    Mobile-assisted oral english learning: perceived impact and learner experience — a mixed-methods study · 2026 · DOI

  • Stakeholders such as school administrators, policymakers and parents should promote the growth and financing of counselling programmers to maximize the impact of school counselling. Increased parental engagement and investment to train the counsellors will also enhance the mental well-being and critical thinking skills in students. In conclusion, it is recommended that the development of students be holistic and that they are integrated with complete counselling services that will lead them to student-acquired academic success and life challenges. REFERENCES Abeshi, C. L. (2025). The role of counselling in promoting economic growth and development in Nasarawa state. Kontagora journal of intellectual discourse, 3(1), 242-250. Agustin, M., Setiyadi, R., & Puspita, R. D. (2020). Burnout profile of elementary school teacher education students (ESTES): Factors and implication of guidance and counseling services. PrimaryEdu: Journal of Primary Education, 4(1), 38-47. Agyapong-Opoku, G., Agyapong, B., Obuobi-Donkor, G., & Eboreime, E. (2023). Depression and anxiety among undergraduate health science students: a scoping review of the literature. Behavioral Sciences, 13(12), 1002. Akanwa, A.O., Iko-ojo, I.V., Ezeomedo, I.C., Ikegbunam, F.I., Igwe, P.U., Muoghalu, L.N., Okeke, S.O., Okonkwo, A.U., Odimegwu, C.N., Nkwocha, K.F. and Arah, V.C., 2024. Effects of climatic risks on soil Erosion/desertification in southern and northern Nigeria using crisis: Adaptive approaches and GIS/remote sustainability (pp. 151-170). Cham: Springer Nature Switzerland.

    Educational Tablets and their Effectiveness in Enhancing Teacher Engagement and Conceptual Understanding in History Instruction in Secondary Schools in Bagamoyo District, Tanzania · 2026 · DOI

  • Full deployment is contingent on completing comprehensive end-to-end integration testing after implementing fixes for LoRa communication and display output challenges.

    Automating Co-curricular Management: An NFC-Based System for Streamlining Student Engagement at IIUM · 2026 · DOI

  • LoRa modules completely failed to establish communication between units, requiring hardware diagnostics and verification of all LoRa module configurations, particularly frequency and power settings.

    Automating Co-curricular Management: An NFC-Based System for Streamlining Student Engagement at IIUM · 2026 · DOI

  • While this study offers significant insights, it is important to recognize its limitations and outline potential avenues for future research. Firstly, our reliance on the Scopus database for literature searches may have resulted in the exclusion of relevant studies indexed in other databases, such as Web of Science (WoS) and others. This limitation may impact the comprehensiveness of our review. Secondly, the time frame considered—2008 to 2022— may have omitted pertinent research published before 2008 or after 2022, potentially affecting the depth of our analysis. Although our primary focus is on literature up to 2022, we have included a selection of recent studies from 2023 as supplementary references. However, not all 2023 studies are covered, as the review was conducted, and the initial manuscript was finalized at the end of 2023. Future research should aim to include additional databases, such as Web of Science, alongside Scopus, to enhance the breadth and diversity of the literature reviewed. Expanding the time frame beyond 2008–2022 would also allow for a more thorough exploration of emerging technologies in education, incorporating valu- able insights from both historical and recent studies.

    Emerging Technologies for Global Education: A Comprehensive Exploration of Trends, Innovations, Challenges, and Future Horizons · 2024 · DOI

  • Despite the recent growth of mobile instant messenger (MIM), research into the correlation between English learners’ learning gains, learning engagement, and how this engagement helps develop authentic relationships remains underexplored.

    The Merits of Mobile Instant Messaging for EFL Learners: Learning Engagement, Achievement, and Authentic Relationships · 2024 · DOI

  • More importantly, investigating how MALL, as a new field within ICT with unique pedagogical affordances, and PBL can enhance learners' speaking skills is still lacking in the literature.

    The impact of mobile-assisted project-based learning on developing EFL students' speaking skills · 2024 · DOI

  • Recommendation for Researchers: This study provides future researchers with a comprehensive perspective on mobile learning, which should be studied regarding technology acceptance, self-perception, and external influences, as well as a holistic research framework that combines internal and external aspects to explain mobile learning adoption behavior.

    Sustainable Learning Environment Amidst the Pandemic: An Adoption of Mobile Learning Readiness Among Undergraduate Students in Malaysia's Higher Institutions · 2024 · DOI

  • With near ubiquitous smartphone ownership among 18–29-year-olds, many students carry mobile technology everywhere they go, yet little is known about how students use mobile devices for learning.

    Reducing Access Barriers: Exploring Student Smartphone Use Across Higher Education Institutions · 2023 · DOI

  • Extensive research has examined various aspects of MALL; there remains a gap in understanding the preferred mobile resources that promote lifelong learning ability, particularly in relation to gender differences.

    The Impact of Mobile Resources on Enhancing Lifelong Learning Among Chinese Undergraduate EFL Students · 2023 · DOI

  • The impact of the COVID-19 pandemic has been varied, and while there was a clear upsurge in the use of technology in language and learning contexts during the worst lockdown periods, the long-term impact on technology usage remains to be seen.

    Exploring the Challenges of Technology in Language Teaching in the Aftermath of the Pandemic · 2023 · DOI

  • Although the idea that ICT has brought classrooms in our pockets is generally perceived as a positive trend, the overview of recent inquiries into the use of technology in education has revealed a number of contradictory findings connected with multimedia learning.

    An Instructional Framework for Technology-Based Classroom Tuition of ELP Students · 2021 · DOI

  • While the paper indicates that Arduino-supported STEM activities improve cause-effect relationship skills compared to traditional instruction, it does not investigate which specific Arduino features (sensor types, circuit complexity, real-time feedback mechanisms) or pedagogical scaffolding strategies most effectively develop this reasoning skill in biology learners.

    A New Application in Biology Education: Development and Implementation of Arduino-Supported STEM Activities · 2021 · DOI

  • Student interview data revealed shifts in future career choices toward health professions and science fields following Arduino-supported STEM activities, but the study lacks systematic measurement of career interest using validated instruments or comparison with control group career aspiration changes. The relationship between hands-on Arduino projects and sustained career pathway motivation requires controlled investigation.

    A New Application in Biology Education: Development and Implementation of Arduino-Supported STEM Activities · 2021 · DOI

  • The paper documents five specific Arduino models created by students (distance-sensitive bracelet, pressure-sensitive epiglottis, liquid flow-sensitive pulmonary circulation, dust-sensitive nose, moisture-sensitive hand), but does not report quantitative data on technical implementation success rates, sensor accuracy specifications, or troubleshooting frequency across these different physiological system models.

    A New Application in Biology Education: Development and Implementation of Arduino-Supported STEM Activities · 2021 · DOI

  • The study mentions that Arduino is typically applied to physics subjects rather than biology, yet provides no comparative analysis of Arduino-supported STEM activities across different subject domains within the science curriculum. Direct comparison of Arduino implementation effectiveness in physics versus biology versus integrated science instruction is lacking.

    A New Application in Biology Education: Development and Implementation of Arduino-Supported STEM Activities · 2021 · DOI

  • While the study demonstrated that Arduino-supported STEM activities improved cause-effect relationship skills (p=0.018), the paper does not specify whether these improvements transfer to other biology concepts or persist beyond the immediate post-test period. Long-term retention effects and transfer of cause-effect reasoning to novel biological problems require longitudinal investigation.

    A New Application in Biology Education: Development and Implementation of Arduino-Supported STEM Activities · 2021 · DOI

  • The Arduino-supported STEM activities were implemented with only a small sample size (N=19, treatment group N=10, control group N=9) at the secondary school level for human body systems instruction. The generalizability of these findings to larger student populations, different grade levels, and diverse school settings with Arduino-based biology education remains unexplored.

    A New Application in Biology Education: Development and Implementation of Arduino-Supported STEM Activities · 2021 · DOI

  • This study fills the gap in the literature by introducing adult learners' continuance intention to use MLA and introducing through a methodological approach of fsQCA in adult learners' context.

    Investigating the factors driving adult learners' continuous intention to use M-learning application: a fuzzy-set analysis · 2020 · DOI

  • In conclusion, it is suggested that there is much potential for further research into how the changing boundaries between everyday life and work – in part a consequence of OCS and mobile computing – are also changing the way students communicate with each other and educators.

    Digital collaboration in design education: how online collaborative software changes the practices and places of learning · 2020 · DOI

  • This article highlights the changes that have occurred between 2012 and 2015 and demonstrates the need for further research into how mobile instant messaging services support communication between people from different language and culture backgrounds, particularly for people without access to formal language instruction.

    Informal Language Learning Through Mobile Instant Messaging Among University Students in Korea · 2019 · DOI

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183 open questions have been extracted from the limitations and future-work passages of 3,860 Mobile Learning in Education papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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