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Open research questions in Mobile Learning in Education

307 gap statements mined from Mobile Learning in Education papers in our 7.9M-paper local library, which holds 4,109 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • Future research could examine the model across more diverse populations and determine whether the structural relationships remain consistent when objectively assessed proficiency, academic year, gender, and independently measured listening exposure are considered.

    Mobile-Assisted Listening Use and Perceived Listening Improvement and Confidence Among EFL Learners: The Roles of Listening Strategy Use and Listening Engagement · 2026 · DOI

  • These results are concerning, given the substantial investment in ICT procurement, as they point to the fact that funds have not been fully utilised in their intended way which warrants investigation into how these funds were spent.

    Developing a Novel Model for ICT Integration in South African Education: Insights from TIMSS · 2024 · DOI

  • Teacher self-development: geography teachers need to upskill themselves to deal with the inescapable reality of adopting MSPs in their teaching. Conscientizing learners: learners, for their part, will have to be conscientious to focus on learning on or with their MSPs rather than merely using them for entertainment.

    Mobile Smartphones as Tools for ICT Integration in Geography Teaching · 2024 · DOI

  • This is an interesting area that should be explored to see how it may be affected by a tool that promotes feedback and should therefore foster students’ self-awareness of their level of competence.

    EVENS (Evaluation Nursing Students): A Mobile Application to Enhance Nursing Students’ Clinical Competence and Self-Efficacy—A Quasi-Experimental Study · 2026 · DOI

  • A key limitation of this study is the reliance on teachers’ perspectives without direct classroom data or student performance metrics.

    The Design, Field Testing, and Evaluation of a Contextual, Problem-Based Curriculum: Feedback Analysis from Mathematics Teachers on the Field Test Version of Connected Mathematics®4 · 2025 · DOI

  • Although the use of mobile-based learning applications in organic chemistry is rising, limited studies have evaluated their effectiveness as learning supports.

    Learning Organic Chemistry on the Go: Chemical Engineering Students’ Perceptions of Chirality 2 App as a Learning Support · 2025 · DOI

  • This study is limited to the one-group pre-test–post-test design as a quasi-experimental design.

    The Impact of a New Specialized Learning Platform on Enhancing Students’ Skills in Designing and Producing Online Educational Talking Books · 2024 · DOI

  • Despite the growing body of research regarding the effectiveness of MALL (mobile-assisted language learning) technologies on foreign language (FL) learners’ speaking skill development, a comprehensively quantitative meta-analysis regarding the effect sizes of these studies is still lacking.

    Effects of mobile-assisted language learning on foreign language learners’ speaking skill development · 2024 · DOI

  • A limitation of the current study is that a secondary data analysis was conducted.

    Developing a Novel Model for ICT Integration in South African Education: Insights from TIMSS · 2024 · 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

  • 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.

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

  • Future research should explore how institutions can strategically leverage diagnostic assessment data to personalize instruction and how mixed-modality assessment systems can better serve diverse learner needs in EFL contexts.

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

  • 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

  • The gap encompasses the lack of infrastructure and difficulties in content design.

    Mobile learning in Indonesian higher education: quantitative analysis of EFL integration, challenges, and impact · 2026 · DOI

  • 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.

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

  • The issue of low English proficiency in tertiary EFL classrooms remains a significant challenge. Traditional EFL instruction often relies on classroom-based and teacher-centered approaches, which may not provide sufficient opportunities for autonomous practice or extended engagement with the language.

    Mobile-Assisted Language Learning (MALL) and English Language Proficiency among University EFL Students: A Quantitative Analysis · 2026 · DOI

  • 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

  • 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

Most-cited papers in Mobile Learning in Education

Most recent work

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Open questions raised by papers listed on this page include: (1) Future research should explore how institutions can strategically leverage diagnostic assessment data to personalize instruction and how mixed-modality assessment systems can better serve diverse learner needs in EFL contexts (“Two-Year Institutional Adoption of the EnglishScore App and Its Effects on EFL…”, 2026); (2) The lack of studies on the use of Edpuzzle for at-home English listening practice (“Grade 11 Students' Acceptance of Using Edpuzzle for At-Home English Listening…”, 2026); (3) There is a lack of research on WhatsApp's educational utility, especially in the context of African universities (“WHATSAPP AS A COLLABORATIVE LEARNING ENVIRONMENT IN UNIVERSITIES”, 2026); (4) The lack of culturally responsive, technologically integrated pedagogies in rural South African secondary schools (“Enhancing learner support with culturally responsive pedagogy in rural South…”, 2026); (5) There is a lack of studies on the effectiveness of mobile learning in midwifery education (“Effectiveness of a Text MessageBased Educational Support Programme: A…”, 2026). 307 gap statements have been mined from Mobile Learning in Education papers in our 7.9M-paper local library, which holds 4,109 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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