Review of trends from mobile learning studies: A meta-analysis

By Wen-Hsiung Wu, Y. Wu, Chun-yu Chen, Hao-Yun Kao, Che‐Hung Lin, Sih-Han Huang. Comput. Educ., 2012

943 citations recorded by the source corpus.

Subfields: Information Systems, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/296ef992e3d08edeaa217992c2d60552c9dc019a

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Citations in the corpus

Mobile apps for science learning: Review of research (2016, methodology): “(2010) Elementary e 50 X 2 h Life Hwang, Shi, et al. (2011) Elementary e 70 X 6 h 30 min Life”
Mobile-based assessment: Investigating the factors that influence behavioral intention to use (2017, background): “Higher education students are the most frequent research populations (Wu et al., 2012), followed by elementary school students (Crompton& Burke, 2015).”
A Review of Research on Mobile Learning in Teacher Education (2014, result): “This trend is consistent with other review findings on mobile learning (e.g., Hwang and Tsai, 2011; Wu et al., 2012).”
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020 (2021, background): “Mobile Learning is a type of learning activity that is mediated through mobile devices which does not require the learner to be tied to a particular geographical location (Wu et al., 2012).”
Advantages and challenges associated with augmented reality for education : A systematic review of the literature (2017, background): “Though a general tendency in the field of educational technologies is to include university students as a learner type (Drysdale et al., 2013; Kucuk et al., 2013;Wu et al., 2012), this is clearly not true for all AR technology research, as these percentages indicate.”
Investigating users' perspectives on e-learning: An integration of TAM and IS success model (2015, background): “E-learning can be defined as making use of technology as a mediating tool for learning through electronic devices which enable users to readily access information and interact with others online (Wu et al., 2012).”
Flipped classroom in English language teaching: a systematic review (2020, background): “The review studies in the literature also indicate that in research into educational technologies the participants are generally chosen from university-level students (Kucuk et al., 2013; Wu et al., 2012).”
Online learning in higher education: exploring advantages and disadvantages for engagement (2018, background): “Most studies find positive effects from use of mobile learning for online courses (as discussed in Wu et al. 2012), although this could also be due to bias against the publication of studies with non-significant findings (Whitley 2002).”
Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education (2020, background): “…published in technology-speci ﬁ c venues, to warrant systematic reviews of mobile learning practices and their conceptual foundations, such as con ﬁ gurative reviews (e.g., Crompton, Burke, Gregory, & Grabe, 2016) and meta-analyses of mobile technology e ﬀ ects on learning (e.g., Wu et al., 2012).”
Impact of mobile technology on student attitudes, engagement, and learning (2017, background): “While most research studies dealing with mobile technology employ surveys and experimental methods, a minority include observation (Wu et al., 2012), possibly due in part to the large time commitment involved in coding behaviors on video.”
Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media (2013, background): “Because mobile computing devices and social media are still rather new and evolving, research has tended to focus on evaluating the effectiveness of implementing mobile computing devices (Wu et al., 2012).”