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Open research questions in Mobile Learning in Education

298 unresolved questions extracted from the limitations and future-work sections of 3,974 Mobile Learning in Education papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The study identifies a gap in the utilization of mobile technology for instructional purposes in underdeveloped nations like Nigeria. The study notes that the advantages of mobile technology have not been fully utilized in education, particularly in underdeveloped nations.

    University Lecturers’ Perceived Usefulness of Mobile Technology for Instruction in Kwara State, Nigeria · 2026 · DOI

  • Cost of initial investment for NFC tags. Privacy and security concerns. Limited data collection and user acceptance.

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

  • Resolving critical issues with LoRa communication and display functionality. Conducting comprehensive end-to-end integration testing. Exploring the use of NFC technology in various educational institutions.

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

  • One challenge is the lack of research on self-directed language learning using mobile technology. Another challenge is the need to investigate the differences in SDLLMT between students with high and low language proficiencies. The study also faces the challenge of examining the relationship between mobile readiness, teacher support, and engagement in SDLLMT.

    Factors Influencing University Students’ Persistence and Satisfaction Towards Self-Directed Language Learning Using Mobile Technology · 2026 · DOI

  • further research should explore learners' characteristics and teacher support in mobile self-directed learning settings, - the study suggests investigating the impact of teacher support on learners' mobile readiness and engagement

    Factors Influencing University Students’ Persistence and Satisfaction Towards Self-Directed Language Learning Using Mobile Technology · 2026 · DOI

  • The study aims to fill the gap in the literature by exploring the determinants of mobile learning acceptance and utilization among university students in North-Central Nigeria. There is a need to investigate the determinants of mobile learning acceptance and utilization among university students in North-Central Nigeria.

    INVESTIGATION OF THE DETERMINANTS OF MOBILE LEARNING ACCEPTANCE AND UTILISATION AMONG UNIVERSITY STUDENTS IN NORTH CENTRAL, NIGERIA · 2026 · DOI

  • The effective implementation of emerging technologies in ESL classrooms remains a complex undertaking. The study highlights the need for careful, theory-based, and responsive attention to align with the specific context.

    Integrating Emerging Technologies into ESL Classrooms (Gamification, Mobile Vocabulary Learning, and AI Chatbots) · 2026 · DOI

  • The need for research on the effective implementation of emerging technologies in ESL classrooms. The lack of training for ESL teachers in digital pedagogy.

    Integrating Emerging Technologies into ESL Classrooms (Gamification, Mobile Vocabulary Learning, and AI Chatbots) · 2026 · DOI

  • The classroom application of educational tablets in secondary schools in Tanzania is unclear. There is a need to assess the effectiveness of educational tablets in enhancing teacher engagement and conceptual understanding.

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

  • There is a need to investigate the impact of mobile-assisted language learning tools on EFL learners' proficiency and engagement. The study aims to address this gap by exploring the relationship between the two-year institutional adoption of the EnglishScore app and changes in proficiency and engagement among EFL learners.

    Two-Year Institutional Adoption of the EnglishScore App and Its Effects on EFL Proficiency and Engagement · 2026 · DOI

  • Weak vocabulary study habits among A2 learners. Limited accessibility and flexibility of traditional vocabulary study methods.

    MOBILE-ASSISTED LANGUAGE LEARNING TO IMPROVE A2 LEARNERS' VOCABULARY STUDY HABITS · 2026 · DOI

  • Many A2 learners have weak vocabulary study habits. Existing methods of vocabulary study may not be effective for all learners.

    MOBILE-ASSISTED LANGUAGE LEARNING TO IMPROVE A2 LEARNERS' VOCABULARY STUDY HABITS · 2026 · DOI

  • Traditional approaches to language teaching often relied heavily on textbooks, teacher explanations, and classroom-based exercises, which sometimes fail to provide learners with sufficient opportunities for authentic communication and independent learning.

    THE IMPACT OF MOBILE-ASSISTED LANGUAGE LEARNING ON ENGLISH COMMUNICATION SKILLS AMONG UNIVERSITY STUDENTS · 2026 · DOI

  • Technical barriers encountered at home. Environmental distractions. The need for teachers to prioritize content that students perceive as directly relevant to their listening goals.

    Grade 11 Students' Acceptance of Using Edpuzzle for At-Home English Listening Practice · 2026 · DOI

  • The lack of studies on the use of Edpuzzle for at-home English listening practice. The need to investigate the factors that influence students' acceptance of Edpuzzle for at-home English listening practice.

    Grade 11 Students' Acceptance of Using Edpuzzle for At-Home English Listening Practice · 2026 · DOI

  • There is a lack of research on WhatsApp's educational utility, especially in the context of African universities. The study aims to address this gap by exploring the use of WhatsApp as a collaborative learning environment in universities.

    WHATSAPP AS A COLLABORATIVE LEARNING ENVIRONMENT IN UNIVERSITIES · 2026 · DOI

  • Emerging technologies such as artificial intelligence and augmented reality are expected to enhance the effectiveness of mobile language learning in the future.

    USING MOBILE APPLICATIONS FOR ENGLISH LANGUAGE LEARNING · 2026 · DOI

  • Traditional classroom-based instruction faces limitations related to time, location, and learner engagement. There is a need for effective methods of English language learning that can address these limitations.

    USING MOBILE APPLICATIONS FOR ENGLISH LANGUAGE LEARNING · 2026 · DOI

  • The gap in knowledge exchange between educational institutions and private enterprises. The need for an andragogy approach that emphasises problem definition and collective discourse in the private security training industry.

    Acceptance and Use of Automated Learning Platforms in Adult Education Within the Private Security Training Industry · 2026 · DOI

  • The adoption of mobile devices is influenced by traditional coaching norms and organizational limitations. There is a need for targeted support to enhance the effective use of technology in youth coaching.

    On-Pitch Use of Mobile Devices: An Acceptance Study Among German Elite Youth Football Coaches · 2026 · DOI

  • Cultural barriers and resistance from learners and educators. Historical inequalities between affluent and rural schools, exacerbated by limited resources and infrastructure. The challenge of addressing diverse learner needs in rural South African secondary schools.

    Enhancing learner support with culturally responsive pedagogy in rural South African schools using technology · 2026 · DOI

  • The lack of culturally responsive, technologically integrated pedagogies in rural South African secondary schools. The need for a framework that addresses the diverse needs of learners in these contexts. The gap in research on the intersection of culturally responsive pedagogy and technology in these schools.

    Enhancing learner support with culturally responsive pedagogy in rural South African schools using technology · 2026 · DOI

  • There is a lack of studies on the effectiveness of mobile learning in midwifery education. There is a need for research on the use of text messaging as a complementary method for midwifery education.

    Effectiveness of a Text MessageBased Educational Support Programme: A Randomised Controlled Trial · 2026 · DOI

  • There is a lack of empirical work on how user experience, motivation, and pedagogy intersect in the mobile environment. Few MLLAs enable long-term engagement, retention, and productive learning.

    User Experience in Mobile Language Learning Applications (MLLA) · 2026 · DOI

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298 open questions have been extracted from the limitations and future-work passages of 3,974 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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