Mobile learning in university science education: a systematic literature review

Abstract

ABSTRACTThis study adopts a robust systematic literature review (SLR) to investigate the use of mobile devices to support learning (mobile learning) in university science education. It analyses 24 high quality studies over the past decade to generate insights into contemporary mobile learning developments in relation to settings, applications and pedagogical approaches, as well as trends in research methodologies and outcomes. The results show that the use of mobile devices is providing university science learners with peer learning opportunities and supporting their networked interactions with the science community and resources. However, the study also uncovers more constrained use of mobile devices associated with traditional didactic approaches, often in formal settings. The study identifies key differences from other SLR findings on mobile learning in school science education, most notably with respect to adopted pedagogies. It suggests future research directions, including the need for more qualitative studies of mobile learning in university science education.Keywords: Mobile learninguniversity science educationsystematic literature reviewdigital pedagogies AcknowledgementWe would like to acknowledge Emeritus Professor Didar Zowghi’s valuable contributions to the conceptualisation and development of this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data in the findings of this study is available from the corresponding author with reasonable request.Additional informationNotes on contributorsLe Quan LyLe Quan Ly is a researcher in the Faculty of Arts and Social Sciences (FASS) at the University of Technology Sydney (UTS), Australia. Her research focuses on the use of innovative digital learning in university science education.Matthew KearneyMatthew Kearney is a Professor of Educational Technology in the Faculty of Arts and Social Sciences (FASS) at the University of Technology Sydney (UTS), Australia. His research focuses on how digital technologies can be used in pedagogically transformational ways, particularly in school and teacher education contexts.