Mobile Learning as an Educational Technology Innovation: A Systematic Literature Review
Keywords:
learning, educational technology innovation, systematic literature review, PRISMA 2020Abstract
Mobile learning has become a prominent focus in educational technology research, driven by the widespread adoption of mobile devices and the growing emphasis on flexible, learner-centred pedagogies. Beyond its technological dimension, mobile learning is increasingly conceptualised as an educational technology innovation that reshapes pedagogical practices, learning environments, and institutional arrangements. This systematic literature review aims to synthesise contemporary research on mobile learning through an explicit innovation lens, examining how it has been theorised, implemented, and evaluated across educational contexts. Guided by the PRISMA 2020 framework, the review analyses peer-reviewed journal articles published between 2010 and 2025 and indexed in Scopus, Web of Science, ERIC, and Google Scholar. The synthesis focuses on theoretical framings, research designs, pedagogical applications, learning outcomes, adoption processes, and systemic challenges. The findings indicate that mobile learning is associated with positive effects on learner engagement, motivation, and task-specific learning outcomes when supported by pedagogically sound instructional designs. However, the innovative potential of mobile learning is constrained by methodological limitations, an overreliance on individual-level adoption models, and persistent issues related to equity, sustainability, and institutional support. This review contributes to the literature by positioning mobile learning as a socio-technical educational innovation and by proposing a future research agenda that aligns with the British Journal of Educational Technology’s emphasis on theory-informed, practice-relevant, and systemically grounded educational technology research.
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