Skip to main content

Advertisement

SpringerLink
Log in

Pedagogical Practices of Mobile Learning in K-12 and Higher Education Settings

  • Original Paper
  • Published:
TechTrends Aims and scope Submit manuscript

Abstract

The advancement of mobile technology has influenced teaching and learning at various educational levels. The mobility, ubiquity, and connectivity of mobile devices help to foster meaningful learning experience across contexts and in different subject areas. Positive results from mobile learning have been reported in the current literature. To help to further the discussion and provide references for practitioners at various educational levels, this paper categorizes main pedagogical practices of mobile learning in K-12 and higher education settings into nine types: situated learning, communication and collaborative learning, game-based learning, inquiry-based learning, informal learning, personalized learning, behaviorist learning activities, learning content access and review, student engagement and motivation. Mobile learning in distance education is also discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Abachi, H. R., & Muhammad, G. (2014). The impact of m-learning technology on students and educators. Computers in Human Behavior, 30, 491–496.

    Article  Google Scholar 

  • Ahmed, S., & Parsons, D. (2013). Abductive science inquiry using mobile devices in the classroom. Computers & Education, 63, 62–72.

    Article  Google Scholar 

  • All, A., Castellar, E. P. N., & Looy, J. V. (2016). Assessing the effectiveness of digital game-based learning: best practices. Computers & Education, 92-93, 90–103.

    Article  Google Scholar 

  • Buckner, E., & Kim, P. (2014). Integrating technology and pedagogy for inquiry-based learning: the Stanford mobile inquiry-based learning environment (SMILE). Prospects, 44, 99–118.

  • Cabot, A. G., Marcos, L. d., & Lopez, E. G. (2015). An empirical study on m-learning adaptation: learning performance and learning contexts. Computers & Education, 82, 450–459.

    Article  Google Scholar 

  • Carr, J. M. (2012). Does math achievement h’APP’en when iPads and game-based learning are incorporated into fifth-grade mathematics instruction? Journal of Information Technology Education: Research, 11, 269–286.

    Article  Google Scholar 

  • Chan, T.-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., et al. (2006). One-to-one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1, 3–29.

    Article  Google Scholar 

  • Chang, C.-S., Chen, T.-S., & Hsu, W.-H. (2011). The study on integrating WebQuest with mobile learning for environmental education. Computers & Education, 57, 1228–1239.

    Article  Google Scholar 

  • Chuang, Y.-H., & Tsao, C.-W. (2013). Enhancing nursing students’ medication knowledge: the effect of learning materials delivered by short message service. Computers & Education, 61, 168–175.

    Article  Google Scholar 

  • Ciampa, K. (2014). Learning in a mobile age: an investigation of student motivation. Journal of Computer Assisted Learning, 30, 82–96.

    Article  Google Scholar 

  • Coe, J. E. L., & Oakhill, J. V. (2011). ‘texN is ez f u no h2 rd’: the relation between reading ability and text-messaging behavior. Journal of Computer Assisted Learning, 27, 4–17.

    Article  Google Scholar 

  • Collins, A. (1989). Cognitive apprenticeship and instructional technology. Retrieved from https://eric.ed.gov/?id=ED331465

  • Crompton, H. (2013). A historical overview of m-learning. In Z. Berge & L. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). New York: Routledge.

  • Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: a systematic review. Computers & Education, 110, 51–63.

    Article  Google Scholar 

  • Daher, W. (2010). Building mathematical knowledge in an authentic mobile phone environment. Australasian Journal of Educational Technology, 26, 85–104.

    Article  Google Scholar 

  • Dahlstrom, E., & Bichsel, J. (2014). ECAR study of undergraduate students and information technology, 2014. Retrieved from https://net.educause.edu/ir/library/pdf/ss14/ers1406.pdf

  • Daughtery, C., & Berge, Z. L. (2017). Mobile learning pedagogy. International Journal for the Scholarship of Technology Enhanced Learning, 1(2), 111–118.

    Google Scholar 

  • Dobbins, C., & Denton, P. (2017). MyWallMate: an investigation into the use of mobile technology in enhancing student engagement. TechTrends, 61, 541–549.

    Article  Google Scholar 

  • Eshach, H. (2007). Bridging in-school and out-of-school learning: formal, non-formal, and informal education. Journal of Science Education and Technology, 16, 171–190.

    Article  Google Scholar 

  • Folotiya, J. J., Kabali, T. C., Munachaka, J. C., Sampa, F., Yalukanda, C., et al. (2014). The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research and Development, 62, 417–436.

  • Fu, Q.-K., & Hwang, G.-J. (2018). Trends in mobile technology-supported collaborative learning: a systematic review of journal publications from 2007-2016. Computers & Education, 119, 129–143.

    Article  Google Scholar 

  • Grant, M. M. (2019). Difficulties in defining mobile learning: analysis, design characteristics, and implications. Educational Technology Research and Development, 67, 361–388.

    Article  Google Scholar 

  • Grant, M. M., & Barbour, M. K. (2013). Mobile teaching and learning in the classroom and online: Case studies in k-12. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 285–292). New York: Routledge.

    Google Scholar 

  • Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Clarke, J., & Edwards, T. (2016). Challenging games help student learn: an empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179.

    Article  Google Scholar 

  • Harley, J. M., Poitras, E. G., Jarrell, A., Duffy, M. C., & Lajoie, S. P. (2016). Comparing virtual and location-based augmented reality mobile learning: emotions and learning outcomes. Educational Technology Research and Development, 64, 359–388.

    Article  Google Scholar 

  • Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23–48.

    Article  Google Scholar 

  • Hsu, Y.-C., & Ching, Y.-H. (2012). Mobile microblogging: Using Twitter and mobile devices in an online course to promote learning in authentic contexts. The International Review of Research in Open and Distance Learning, 13(4), 211–227.

    Article  Google Scholar 

  • Hsu, Y.-C., & Ching, Y.-H. (2013). Mobile computer-supported collaborative learning: a review of experimental research. British Journal of Educational Technology, 44, 111–114.

    Article  Google Scholar 

  • Hsu, C.-K., Hwang, G.-J., & Chang, C.-K. (2013). A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students. Computers & Education, 63, 327–336.

    Article  Google Scholar 

  • Hwang, G.-J., & Chang, H.-F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56, 1023–1031.

    Article  Google Scholar 

  • Hwang, W.-Y., & Chen, H. S. L. (2013). Users’ familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26, 101–125.

    Article  Google Scholar 

  • Hwang, G.-J., Shi, Y. R., & Chu, H. C. (2011a). A concept map approach to developing collaborative mind tools for context-aware ubiquitous learning. British Journal of Educational Technology, 42, 778–789.

    Article  Google Scholar 

  • Hwang, G.-J., Wu, P.-H., & Ke, H.-R. (2011b). An interactive concept map approach to supporting mobile learning activities for natural science courses. Computers & Education, 57, 2272–2280.

    Article  Google Scholar 

  • Hwang, G.-J., Lai, C.-L., Liang, J.-C., Chu, H.-C., & Tsai, C.-C. (2018). A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies. Educational Technology Research and Development, 66, 75–93.

    Article  Google Scholar 

  • Jeno, L. M., Grytnes, J.-A., & Vandvik, V. (2017). The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: a self-determination theory perspective. Computers & Education, 107, 1–12.

    Article  Google Scholar 

  • Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J. C., Sampa, F., Yalukanda, C., Westerholm, J., et al. (2014). The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research and Development, 62, 417–436.

    Article  Google Scholar 

  • Johnson, L., Adams, S., & Haywood, K. (2011). The NMC horizon report: 2011 K-12 edition. Austin: The New Media Consortium.

    Google Scholar 

  • Joo, Y. J., Kim, N., & Kim, N. H. (2016). Factors predicting online university students’ use of a mobile learning management system (m-LMS). Educational Technology Research and Development, 64, 611–630.

    Article  Google Scholar 

  • Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20, 1–17.

    Article  Google Scholar 

  • Keskin, N. O., & Metcalf, D. (2011). The current perspectives, theories and practices of mobile learning. The Turkish Online Journal of Educational Technology, 10(2), 202–208.

    Google Scholar 

  • Ketelhut, D. J., & Schifter, C. C. (2011). Teachers and game-based learning: improving understanding of how to increase efficacy of adoption. Computers & Education, 56, 539–546.

    Article  Google Scholar 

  • Kiger, D., Herro, D., & Prunty, D. (2012). Examining the influence of a mobile learning intervention of third grade math achievement. Journal of Research on Technology in Education, 45, 61–82.

    Article  Google Scholar 

  • Land, S. M., & Zimmerman, H. T. (2015). Socio-technical dimensions of an outdoor mobile learning environment: a three-phase design-based research investigation. Educational Technology Research and Development, 63, 229–255.

    Article  Google Scholar 

  • Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: effects of guidance. Review of Educational Research, 86, 681–718.

    Article  Google Scholar 

  • Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., & Ryu, H. (2016). Cooperation begins: encouraging critical thinking skills through cooperative reciprocity using a mobile learning game. Computers & Education, 97, 97–115.

    Article  Google Scholar 

  • Li, X., & Song, S. (2018). Mobile technology affordance and its social implications: a case of “rain classroom”. British Journal of Educational Technology, 49, 276–291.

    Article  Google Scholar 

  • Liao, C. C. Y., Chen, Z.-H., Cheng, H. N. N., Chen, F.-C., & Chan, T.-W. (2011). My-mini-pet: a handheld pet-nurturing game to engage students in arithmetic practices. Journal of Computer Assisted Learning, 27, 76–89.

    Article  Google Scholar 

  • Lin, C.-P., Wong, L.-H., & Shao, Y.-J. (2012). Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping. Journal of Computer Assisted Learning, 28, 99–113.

    Article  Google Scholar 

  • Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59, 249–265.

    Article  Google Scholar 

  • Liu, M., Navarrete, C. C., & Wivagg, J. (2014a). Potentials of mobile technology for k-12 education: an investigation of iPad touch use for English language learners in the United States. Educational Technology & Society, 17(2), 115–126.

    Google Scholar 

  • Liu, T.-C., Lin, Y.-C., & Paas, F. (2014b). Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment. Computers & Education, 72, 328–338.

    Article  Google Scholar 

  • Liu, M., Scordino, R., Geurtz, R., Navarrete, C., Ko, Y., & Lim, M. (2014c). A look at research on mobile learning in K-12 education from 2007 to the present. Journal of Research on Technology in Education, 46, 325–372.

    Article  Google Scholar 

  • Liu, C.-Y., Wu, C.-J., Wong, W.-K., Lien, Y.-W., & Chao, T.-K. (2017). Scientific modeling with mobile devices in high school physics labs. Computers & Education, 105, 44–56.

    Article  Google Scholar 

  • Livingstone, D. (2006). Informal learning: conceptual distinctions and preliminary findings. Counterpoints, 249, 203–227.

    Google Scholar 

  • Looi, C.-K., Sun, D., Wu, L., Seow, P., Chia, G., Wong, L.-H., et al. (2014). Implementing mobile learning curricula in a grade level: Empirical study of learning effectiveness at scale. Computers & Education, 77, 101–115.

    Article  Google Scholar 

  • López, Á. F., Fórtiz, M. J. R., Almendros, M. L. R., & Segura, M. J. M. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77–90.

    Article  Google Scholar 

  • Lowenthal, P. R., Wilson, B., & Parrish, P. (2009). Context matters: A description and typology of the online learning landscape. Paper presented at the 2009 AECT International Convention, Louisville, KY.

  • Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning. Retrieved from https://www.nfer.ac.uk/literature-review-in-mobile-technologies-and-learning/

  • Nie, M., Armellini, A., Witthaus, G., & Barklamb, K. (2011). How do e-book readers enhance learning opportunities for distance work-based learners? Research in Learning Technology, 19, 19–38. https://doi.org/10.1080/09687769.2010.548506.

    Article  Google Scholar 

  • Oberg, A., & Daniels, P. (2013). Analysis of the effect a student-centered mobile learning instructional method has on language acquisition. Computer Assisted Language Learning, 26, 177–196.

    Article  Google Scholar 

  • Ozcelik, E., & Acarturk, C. (2011). Reducing the spatial distance between printed and online information sources by means of mobile technology enhances learning: using 2D barcodes. Computers & Education, 57, 2077–2085.

    Article  Google Scholar 

  • Park, Y. (2011). A pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types. The International Review of Research in Open and Distributed Learning, 12(2), 78–102.

    Article  Google Scholar 

  • Parsazadeh, N., Ali, R., & Rezaei, M. (2018). A framework for cooperative and interactive mobile learning to improve online information evaluation skills. Computers & Education, 120, 75–89.

    Article  Google Scholar 

  • Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended and competency education. Retrieved from https://www.inacol.org/resource/mean-what-you-say-defining-and-integrating-personalized-blended-and-competency-education/

  • Pedaste, M., Maeots, M., Siiman, L. A., Jong, T. d., van Riesen, S. A. N., Kamp, E. T., et al. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational Research Review, 14, 47–61.

    Article  Google Scholar 

  • Project Tomorrow (2016). From print to pixel: The role of videos, games, animations and simulations within k-12 education. Retrieved from https://tomorrow.org/speakup/SU15AnnualReport.html

  • Quinn, A. C., Mardomingo, R., & Valentine, C. (2009). Mobile blogs in language learning: making the most of informal and situated learning opportunities. ReCALL, 21, 96–112.

    Article  Google Scholar 

  • Rambe, P. (2012). Social media-enhanced phones for productive learning of South African postgraduate students. International Journal of Mobile and Blended Learning, 42(2), 49–66.

    Article  Google Scholar 

  • Reeves, J. L., Gunter, G. A., & Lacey, C. (2017). Mobile learning in pre-kindergarten: using student feedback to inform practice. Educational Technology & Society, 20(1), 37–44.

    Google Scholar 

  • Reynolds, R., Walker, K., & Speight, C. (2010). Web-based museum trails on PDAs for university-level design students: design and evaluation. Computers & Education, 55, 994–1003.

    Article  Google Scholar 

  • Sánchez, J., & Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers & Education, 57, 1943–1952.

    Article  Google Scholar 

  • Sandberg, J., Maris, M., & Geus, K. d. (2011). Mobil English learning: an evidence-based study with fifth graders. Computers & Education, 57, 1334–1347.

    Article  Google Scholar 

  • Sandbert, J., Maris, M., & Hoogendoorn, P. (2014). The added value of a gaming context and intelligent adaptation for a mobile learning application for vocabulary learning. Computers & Education, 76, 119–130.

    Article  Google Scholar 

  • Saran, M., & Seferoglu, G. (2012). Mobile language learning: contribution of multimedia messages via mobile phones in consolidating vocabulary. The Asia-Pacific Education Researcher, 21(1), 181–190.

    Google Scholar 

  • Shadiev, R., Hwang, W.-Y., Huang, Y.-M., & Liu, T.-Y. (2015). The impact of supported and annotated mobile learning on achievement and cognitive load. Educational Technology & Society, 18(4), 53–69.

    Google Scholar 

  • Shih, J.-L., Chu, H.-C., Hwang, G.-J., & Kinshuk. (2011). An investigation of attitudes of students and teacher about participating in a context-aware ubiquitous learning activity. British Journal of Educational Technology, 42, 373–394.

    Article  Google Scholar 

  • Solvberg, A. M., & Rismark, M. (2012). Learning spaces in mobile learning environments. Active Learning in Higher Education, 13, 23–33.

    Article  Google Scholar 

  • Song, Y. (2014). “Bring your own device (BYOD)” for seamless science inquiry in a primary school. Computers & Education, 74, 50–60.

    Article  Google Scholar 

  • Song, Y., Wong, L.-H., & Looi, C.-K. (2012). Fostering personalized learning in science inquiry supported by mobile technologies. Educational Technology Research and Development, 60, 679–701.

    Article  Google Scholar 

  • Stowell, J. R. (2015). Use of clickers vs. mobile devices for classroom polling. Computers & Education, 82, 329–334.

    Article  Google Scholar 

  • Sung, H.-Y., Hwang, G.-J., Liu, S.-Y., & Chiu, I.-H. (2014). A prompt-based annotation approach to conducting mobile learning activities for architecture design courses. Computers & Education, 76, 80–90.

    Article  Google Scholar 

  • Thomas, K., & O’Bannon, B. (2013). Cell phones in the classroom. Journal of Digital Learning in Teacher Education, 30, 11–20.

    Article  Google Scholar 

  • Thomas, K., & Orthober, C. (2011). Using text-message in the secondary classroom. American Secondary Education, 39(2), 55–76.

    Google Scholar 

  • Torraco, R. J. (2016). Writing integrative literature reviews: using the past and present to explore the future. Human Resource Development Review, 15, 404–428.

    Article  Google Scholar 

  • Traxler, J., & Vosloo, S. (2014). Introduction: the prospects for mobile learning. Prospects, 13–28.

  • Uluyol, C., & Agca, R. K. (2012). Integrating mobile multimedia into textbooks: 2D barcodes. Computers & Education, 59, 1192–1198.

    Article  Google Scholar 

  • Wash, P. D. (2014). Taking advantage of mobile devices: using Socrative in the classroom. Journal of Teaching and Learning with Technology, 3(1), 99–101.

    Article  Google Scholar 

  • White, T., & Martin, L. (2014). Mathematics and mobile learning. TechTrends, 58(1), 64–70.

    Article  Google Scholar 

  • Wood, C., Jackson, E., Hart, L., Plester, B., & Wilde, L. (2011). The effect of text messaging on 9- and 10-year-old children’s reading, spelling and phonological processing skills. Journal of Computer Assisted Learning, 27, 28–36.

    Article  Google Scholar 

  • Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015). Using math apps for improving student learning: an exploratory study in an inclusive fourth grade classroom. TechTrends, 59(2), 32–39.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational Inquiry and Curriculum Studies, Daniel L. Goodwin College of Education, Northeastern Illinois University, 5500 North St. Louis Avenue, Chicago, IL, 60625, USA

    Hua Bai

Authors
  1. Hua Bai
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Hua Bai.

Ethics declarations

Conflict of Interest

The author declares that there is no conflict of interest.

Ethical Approval

This article does not contain any studies with human participants or animals performed by the author.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Bai, H. Pedagogical Practices of Mobile Learning in K-12 and Higher Education Settings. TechTrends 63, 611–620 (2019). https://doi.org/10.1007/s11528-019-00419-w

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11528-019-00419-w

Keywords

Search

Navigation