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A Review of Literature in Mobile Learning: A

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 RESEARCH ARTICLE Vol.23, 7416-7419 (2017)

Copyright © 2017 American Scientific Publishers Advanced Science Letters

All rights reserved Vol. 23, 7416–7419 (2017)
Printed in the United States of America

A Review of Literature in Mobile Learning: A New

Paradigm in Teaching and Learning Pedagogy for
Now and Then

Ken Nee, Chee1, Nor Hasniza Ibrahihm2, Noraffandy Yahaya1, Johari Surif2, Mohd Shafie Rosli1, Megat Aman Zahiri Megat Zakaria1
1
Dept. of Educational Science, Mathematics and Creative Multimedia, Faculty of Education, Universiti Teknologi Malaysia, 81310 Johor, Malaysia
2
Dept. of Science and Mathematics Education, Faculty of Education, Faculty of Education, Universiti Teknologi Malaysia, 81310 Johor, Malaysia

Educational technology is a medium that has the potential to improve the effectiveness of teaching and learning. The rapid
pace of change in educational technology such as mobile learning (m-learning) had given prodigious impact towards the
world of education. This paper explores and discusses on the definition of mobile learning with its suitable learning
environment, affordances and potential of this approach with its limitations. In addition, this article also reviewed critically
on the previous studies that demonstrate on the favorable and adverse effect of mobile learning in teaching and learning,
implies that this advent paradigm of pedagogy approach helps students in teaching and learning process in various ways
predominantly if proper executions have been applied. Some practical strategies and methods of implementation of m-
learning approach despite of its limitations and challenges were recommended in this paper as well. This review study can
become a guidance or reference for policy makers, educators, and researchers in the field.

Keywords: Mobile Learning; affordances; potential; suitable learning environment; effect; implementation

1. INTRODUCTION penetration in Asia Pacific continued to show rapid

The era of ‘technological boom’ is sweeping
across the world nowadays. Technological innovation
transition from laptop computer to smartphone has
managed to transform knowledge-sharing medium. Any
knowledge about the economy, education and others can
be obtained effectively and flexibly1. In addition, the
smartphone also comes with a variety of applications such
as capturing images, surf the Web, communicating online
in the form of text, voice or video conferencing, find
locations using the global positioning system (GPS), play
games, watch videos, listen to music, and more, which
can replace the role of computer. This privilege can
encourage individuals from all walks of life to own them
as a necessity since it’s no longer a luxury.
In the Nielsen report, 2014, smartphone
1
growth, and surpassed the percentage in the United States
and European countries. Smartphone penetration in the
Asia Pacific region is the highest in Hong Kong and
Singapore at 87 percent, followed by Malaysia (80%),
Australia (75%) and China (71%)2. In Southeast Asia
alone, smartphone owners spend an average of more than
three hours per day on their smartphone2. A lot of time
devoted to activities such as chatting applications, social
networking and entertainment activities like games and
multimedia led to a higher level of engagement.
Nowadays, students are considered as post-90 generations,
which are classified as the 'human of digital age' and been
labelled as student of e-era too3.
*
Email Address: knchee2@live.utm.my
Adv. Sci. Lett. X, XXX–XXX, 2015
They as millennials or Generation Y onwards
were born in the computer age, growing up in the age of
the Internet, using mobile devices every day. They tend to
accept and use new information technology to improve
learning naturally and has become a routine of their lives.
This can be supported by the Annual Consumer
Barometer by Google most recently in 2016 report, which
showed that many internet users in the world (all
countries that is included in the statistics) are online every
day. This is true in all age ranges which occupy 84%,
particularly among young people aged below 25 to reach
92%4.
Furthermore, due to the rapid advancement of
mobile computing and mobile devices, mobile devices
have changed the lives of students outside school3.
Mobile phones play an important role in student life
routine as devices to communicate and have managed to
attract young5. Hence, mobile devices have a tremendous
bright future as a tool in educational technology6. In the
meantime, mobile learning too has been recognized as
one of the most influential technologies in education7.
Hence, the influencing power of mobile learning
in education towards youngster is undeniably promising.
Accordingly, this paper explores and discusses on the
definition of mobile learning with its suitable learning
environment, affordances and potential of this approach
with its limitations. Previous studies that demonstrate on
the favorable or adverse effect of mobile learning in
teaching and learning will be review critically and then
discussed. In addition, some practical strategies and
methods of implementation of m-learning approach
despite of its limitations and challenges was
recommended as well.
2. DEFINITION
M-learning is a new paradigm that creates new
learning environment. Its learning style is unique because
it allows students to access course materials, instruction,
and other courses related applications regardless of time
and place. Mobile learning or M-learning is a method of
learning that have intersection between mobile computing
and e-learning8,9 that integrates multiple technologies
software and hardware to the application of multimedia
(Lavin-Mera et al., 2008) which helps learning through a
variety of mobile devices wirelessly10,11 by using a series
of wireless internet (Wi-Fi) or broadband services12
without limit in terms of location or time8,10,13,14. From
this definition, we can see that the mobile devices for M-
learning can cover a large scope, which includes laptops,
mobile phones, netbooks, smartphones, tablets and so on
which has the function of wireless technology and
portable. This is consistent with Park et al (2012) who
defines m-learning as “any educational provision where
the sole or dominant technologies are handheld or
palmtop devices15.”
Nevertheless, Smartphone is the most prominent
gadget among consumers of today in several countries
RESEARCH ARTICLE
based on Annual Consumer Barometer by Google in
2016. For an instance, 71% of internet users in Malaysia
are more often uses smartphone rather than
computer/tablet and it is noticeable that 99% of under 25
age group uses smartphone4. Therefore, the potential of
this smartphone may be best in its usage, especially in the
field of education.
In the other hand, according to Crompton,
Muilenburg and Berge, M-learning is defined as learning
across a variety of contexts, the social, the relationship
between content, using personal electronic devices16. A
variety of contexts is meant here is engaging in formal
learning, self-learning, and spontaneous learning. In my
opinion, self-learning and spontaneous learning can occur
in informal and non-formal.
According to the Organisation de Coopération et
de Développement Economiques (OECD)17, the notion of
formal, non-formal and informal learning briefly outlined
as:
• Formal learning - this type of learning is
intentional, planned and structured. Formal
learning opportunities are usually arranged by the
institution. Usually this type of learning is based
on curriculum or other types of formal programs.
• Non-formal learning - type of learning that may
or may not be intentional or arranged by the
institution, but it is usually held in a number of
ways, although it is loosely organized. No official
credits will be granted in non-formal learning
situations.
• Informal learning – type of learning that is never
recommended. Instead guided by rigid
curriculum, it is often considered to be based on
experience and spontaneously or unplanned.
3. LEARNING ENVIRONMENT
Mobile learning could be adapted to the four
types of learning environment as professed by Orr (2010),
which included Behaviorism, Constructivism, Informal or
Situated learning, and Collaborative learning18.
4. AFFORDANCES AND POTENTIALS
There are several noteworthy features like
portability as it can be embraced regardless of locality,
social interactivity as it can support collaborative
activities, context sensitivity as it can be executed
according to particular task and situation, connectivity as
it can be connected to a wide broad internet network
connection wirelessly either via broadband or Wi-Fi and
individuality as it can be personalised based on individual
need19.
Furthermore, the hardware used with M-learning
such as smartphones and tablet is lightweight. Features
such as lightweight and durability of the battery allows
students to use these gadgets portably in a longer time
across a variety of situations. For example, a fully
2
 RESEARCH ARTICLE
charged iPad will last for 10 hours in an active state.
Touch screen which is the only feature found in the latest
gadgets delight users compared with mouse and
keyboard20, but there are still some who dislike this
feature as it makes typing more difficult due to its small
screen size21.
In other words, M-learning allows students to
assess computer-based learning collaboratively and
interactively in anywhere at any time by using wireless
internet connection as to suit to their own need. It has
overcome a poor internet connection, battery power
disturbances, and unavailability and lack of computer
facility support, especially in rural and remote areas, with
a strong and wide mobile phone network22. Therefore, we
asserted that mobile device possesses several features like
portability as it is lightweight equipped with durable
battery and can easily bring anywhere in just a pocket,
flexibility as can use whenever we want to, affordability
as price of device become cheaper and availability as
internet can be obtained anywhere to get what we want,
which is conformity with Chen & Toh (2005) and
Yamaguchi (2005)23,24.
All these features make our lives easier to engage in
learning anywhere, anytime and any mobile devices
without any obstacles which bring about to a protruding
and trending paradigm namely mobile learning.
5. FAVOURABLE EFFECTS
In the literature review conducted by Wu et al (2012)
discerned that 86% of the 164 mobile learning studies
present positive outcomes in general25. M-learning
enhanced the teaching and learning process generally26.
Particularly, it can motivate and encourage students to
collaborate, and communicate for effective results such as
greater interaction among friends who are online and
encourage students to solve problems through discussion
and sharing of knowledge26,27. It cannot be denied that the
mechanism of interaction and feedback between students,
teachers, and learning materials28 will make effective
learning to occur when students actively and cognitively
engaged in learning activities13.
In addition, previous studies showed learning M-
learning can raise the interest and engagement29, the
attention in learning30, motivation31, collaboration with
teamwork32 and student performance can be improved20.
Other than that, it supports environmental learning33
and help students to have fully control towards their own
learning34 due to features such as portability, flexibility,
affordability and availability of learning materials when
the content stored in the mobile device and can be
transferred, shared and copied23,24.
6. ADVERSE EFFECT
Nevertheless, there is always a contrasting
scenario in every context including mobile learning as
Chu (2014) argued that the performance of students,
3
Vol.23, 7416-7419 (2017)
known to be “effective,” might be disappointing or may
even negatively affect the students’ learning
achievements if without proper treatment employed35.
M-learning as a new paradigm of learning
method that involve physical and virtual world in gaining
their learning resources at the same time, might be
complicated for student and their performance in learning
might deteriorate if without proper support given36. It is
consistent with several other researchers who have
pointed out those effective learning strategies or tools are
needed to be provided as to gain positive performance in
learning37,38,39.
There will be some previous studies that have
reported unexpected or adverse results of mobile learning,
following to improper learning pedagogy or the lack of
learning supports35,40,41. For example, Chu (2014)35
carried out a mobile learning activity based on a
formative assessment strategy and students who will be
situated in problem-based learning contexts need to
answer questions via finding answers in the real-world
environment. The result reported unfavourable effects of
mobile learning for a social studies course. In that study,
the experimental group students’ cognitive loads will be
significantly exacerbating, and consequently, their
learning performances was disappointing. Therefore, it is
necessary to consider effective learning methodology into
mobile learning settings so that students’ affective
domain and cognitive domain can be improved.
7. LIMITATIONS AND CHALLENGES
Limitation and challenges are the most concern
issue amongst all. Small screen sizes of the m-learning
tools are the most unexceptional issue amongst all, that
cause difficulty in learning activities such as slow text
input42,43,44. These problems can be further substantiated
by Albers and Kim (2001)21 who affirmed that small
screen causes more difficulty in reading if compared to
paper, just can fit with limited graphical information and
challenges interactive activities when inserting text input.
Apart from that, there are still many mobile devices
especially affordable by many, are equipped with limited
internal memory storage45,46. Furthermore, coverage of
connectivity in some isolated or remote area are or even
some cities are still weak or intermittent46.
Readiness of instructors are still unfavourable47
or may even be reluctant to change14 to incorporate m-
learning due to lack of the required technical
knowledge48. Teacher are prone towards traditional
teaching practices which is familiar to them and within
their comfort zone. Factors like lack of resources and
training for teacher, lack of confidence, lack of adequate
access, lack of time, lack of support also contribute to the
unwillingness of teacher to adopt mobile learning in their
teaching and learning process18. The most obvious
challenge is lack of support in term of facilities or tools.
Several countries have prohibited or limit
Adv. Sci. Lett. X, XXX–XXX, 2015
employment of mobile device in school due to the
perceptions that mobile devices will be similar to
disruptive devices42,47. Mobile devices if misuse of course
can bring about abusive and disruptive use, and the
fearing of misuse is the main cause that can lead to
banning the mobile devices in the classroom by
teachers49. In addition, controversial issues are often
being raised upon mobile technologies as distracting,
addicting and harmful especially in Asia and had been
conceive by educators as disruptive to the learning
process in classroom make the adoption of mobile in Asia
slow and challenging50.
Apart from that, many other factors that cause adoption of
mobile learning in school setting become challenging,
these included the lack of efficient models in m-learning
for accomplishing the aims of the todays learner, lack of
research support regarding their effectiveness in the
teaching class that could inspire teachers to integrate them
in their own classrooms51.
8. RECOMMENDATIONS ON STRATEGIES AND
METHODS OF IMPLEMENTATION
Policies to guide the integration of ICT in
education have been adopted by many governments for
over the past twenty years ago32. For the use of mobile
phones in school settings, governments and institutions
may need to set clear guidelines or policies as to
overcome these issues50. Careful planning is required for
mobile learning to be successful since there is great
potential for mobile learning in developing countries
especially52,53.
BYOD (Bring your own device) is one of the
solution which means that students bring their own
devices to school for educational purposes. The positive
aspect of BYOD is that the students' own devices are
familiar to them, and they are able to customize them to
their needs. However, not all students able or afford to
own one. If so, the government or institutions must
provide tools for mobile learning instead. Government
should allocate some portions of national budget into this
purpose, so that education in the country will not lag
behind.
Professional development for teachers regarding
this new technology integration should be provided
intensely. This will enable sufficient technical and
pedagogical support as well as knowledge about
integration of mobile device into learning exposed to
them. Hence, confidence level of teacher to embrace
mobile technology in their teaching practices will be
increase and adoption of mobile learning approach will be
able to initiated.
New rules and regulations regarding BYOD or
using mobile devices in school compounds should be
amended as to become a proper guidance so that any
mishap or misuse can be avoided. Some
recommendations on rules and regulations to be enforced
RESEARCH ARTICLE
for mobile device usage in school compound is displayed
in the table 1 below. Any offence will lead to confiscation
of the mobile device for a period of time (1 years at least)
and do social work as punishment such as cleaning school
toilet and so on for serious offences.
Table.1. Common Rules and regulations for using
mobile device in school
8. CONCLUSION
In short, M-learning which has been pioneered
almost three decades ago in the Western Country like
United Kingdom54, can be implemented in the education
system in anywhere in the world as it is one of the
established facilities and services that provide users with
electronic information in general and to help in the search
for education information regardless of content, time and
place. Through the use of mobile learning, teaching and
learning can be improved regardless of formal, non-
formal or informal at all levels of schooling. It is in line
with the study conducted by Supyan, Mohd Radzi & et.al
(2013) that shows that students who have been familiar
with the use of computer technology, they are very
welcome to use mobile technology in education13.
Therefore, educators or education policy makers must
look forward to integrating mobile technology in
educational institutions of any academic programs in any
country around the world. The parents must also be aware
of the power of the M-learning in education arena. The
2014-2019 report by Asia Mobile Learning Market
created by Ambient Insight55, in December 2014, the
results of a survey conducted by the online parenting site,
The Asian Parent, sponsored by Samsung, of more than
2,700 parents in Singapore, Malaysia, Thailand, Indonesia
and the Philippines, about 98% of parents said that they
allow their children who aged 3-8 years to use mobile
devices for the educational purposes. Samsung Smart
School platform as one of the aspiration for year 2020
from the makers of the device, involves tablets which are
preloaded with educational content from third parties, and
namely as Mobile Learning Management System (m-
LMS). Launching of latest Samsung Smart School was in
Asia, particularly Malaysia in February 2015 recently.
Therefore, it is very significant that, M-learning has
gained attention and concern by many government of the
country and it is expected to be fully implemented on a
large scale in the most of the country around the world in
this coming years. It is expected that M-learning will go
4
 RESEARCH ARTICLE
beyond the world of education in the present and the
future in line with premium report 'the 2012-2017
Worldwide Mobile Learning Market' which was
conducted by Ambient Insight56, said that the ten
countries in Asia will spend more on M-learning versus e-
learning by 2017, including India, Laos, Nepal, Malaysia,
Indonesia, Cambodia, Pakistan, Bangladesh, Sri Lanka,
and Thailand. Last but not least, mobile learning as a
harbinger of the future of learning will be realized57.
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