Trends of mobile learning: A review of the top 100 highly cited papers

Abstract

Highly cited papers can be representative of the latest changes in specific research issues, as they reflect the important issues or research trends that researchers have paid attention to recently. Through reading highly cited papers, researchers can identify some important issues for consideration in their own research, which can then catch other researchers’ eyes easily and efficiently. In order to explore the feature of the latest changes in mobile learning, in this study, a review of the top 100 highly cited mobile learning papers was conducted. According to the review, four advantages were identified from the highly cited mobile learning studies: proposing new learning strategies, applying mobile learning to seldom‐considered subjects, applying mobile learning to seldom‐investigated domains and investigating seldom‐discussed issues. It was found that the studies focused more on comparing different mobile learning modes for finding more effective mobile learning approaches rather than comparing the impacts of mobile learning with traditional instruction. Moreover, the studies focused more on learners’ higher order thinking performance and learning behaviors. Some suggestions, differing from those presented by previous mobile learning reviews, are provided as reference for researchers to conduct related research. What is already known about this topic Mobile learning has been regarded as a tool for improving learners’ learning and bridging students’ learning in class and in the field. Research trends can be highlighted and provide a more accurate view of the publication patterns. Highly cited papers can be used to identify the advance of the research foci. What this paper adds Most highly cited studies mainly focused on comparing the different mobile learning modes to find more effective approaches for conducting mobile learning activities. The mobile learning places have changed from classrooms to real‐world contexts; in addition, the number of across‐context studies is increasing. The highly cited papers started to focus more on learners’ higher‐order thinking performance and learning behaviors. Implications for practice and/or policy Researchers can consider proposing new learning strategies, applying mobile learning to seldom‐considered subjects, applying mobile learning to seldom‐investigated domains, and investigating seldom‐discussed issues. Adopting mixed methods is becoming the mainstream of mobile learning studies. Several seldom‐discussed issues, such as higher order thinking, collaboration/communication skills, and learning behaviors are potential mobile learning research topics.

Research Trends in Mobile Learning

“…Learning outcomes include test results and end of the year degrees used in cognitive performance measurements, academic achievement, and knowledge acquisition. Similarly, the dependent variable, which was also handled by Lai (2020), showed a majority in academic achievement.…”

A Framework for Mixed Reality Free-Choice, Self-Determined Learning

“…BYOD is situated within and informed by the wider body of mobile learning research and practice that is now informed by almost two decades of research (Aguayo, Cochrane and Narayan 2017;Lai 2019;Parsons 2014b;Sharples 2000). Research in mobile learning has moved from an initial focus upon devices to enabling informal learning (Laurillard 2007) and the mobility of the learner (Cook and Santos 2016).…”

Dispositivos móviles en la educación: tendencias e impacto para la innovación

“…En la Tabla 1, se presentan las características de los dos modelos presentada por [61] en donde se resaltan como aspectos positivos las flechas hacia arriba y los aspectos negativos las flechas hacia abajo. [61] Así mismo, en la Figura 2 se presenta el tipo de dispositivos móviles utilizados en los procesos de enseñanza aprendizaje en diferentes experiencias relacionadas con los dispositivos móviles [62], reflejando que el 47% de los estudios usaron dispositivos móviles tradicionales, el 4% usaron tabletas, el 11% usaron teléfonos inteligentes, 20% no limitaron los tipos de dispositivos, mientras que el 18% no usó dispositivos, lo que indica que esos estudios son en un alto porcentaje teóricas. Fig.2.…”

“…Fig.2. Dispositivos de aprendizaje adaptado de [62] En cuanto a la Figura 3, las actividades de aprendizaje que realizaban con los dispositivos móviles, reflejan que el 22% de los estudios argumentan que los estudiantes emplearon dispositivos móviles para acceder a materiales de aprendizaje, el 7% guiaron a los estudiantes a acceder a materiales de aprendizaje y realizar evaluaciones a través de dispositivos móviles, y el 21% les brindó a los estudiantes un entorno de aprendizaje que consistía en un soporte en línea completo, lo que indicaba proporcionar a los estudiantes orientación o comentarios basados en su situación de aprendizaje. Además, el 24% de los estudios empleó dispositivos móviles para ayudar a los estudiantes a aprender en entornos virtuales y reales.…”