This literature review summarizes 103 studies on the use of mobile learning (mLearning) for adult and post-secondary education published between 2005-2012. The studies focused on: 1) how mobile devices expand teaching and learning beyond the classroom; 2) using mobile devices to support content learning in subjects like languages and sciences; and 3) user perceptions of mobile learning. The review found mLearning is still nascent with no unified learning theories. It calls for more rigorous longitudinal studies with larger samples specifically examining learning gains. It also notes a lack of standardized terminology.

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Research on Mobile Learning in Adult Education: A Literature Review from 2005 to
Present
Min Liu, RenataGeurtz,Angela Karam*, Cesar Navarrete*, Rob Scordino*
The University of Texas at Austin,
Learning Technologies Program
*Presenters
Abstract
This presentation summarizes a recent review of literatureon mobile learning (mLearning).
The review focused on articles published from 2005 to 2012 based on empirical research of
mLearning for post-secondary and adult learning. For this presentation, we will share
findings and themes that arose from the review, as well as discuss the application of these
findings to inform future research in the nascent field of mLearning.
Introduction and Significance
The 2012 Horizon Report for Higher Education (New Media Consortium [NMC], 2012)
predicted the time-to-adoption for mobile apps is one year or less. “Mobiles are becoming better
understood in the academic world; there has been a significant amount of time spent finding
creative ways to incorporate them both in the physical space and as a tool to help students learn
from a distance. As educational institutions become more adept at developing and using mobile
apps, their utility and pervasiveness is only due to increase” (NMC, 2012, p. 4). However, what
is the research evidence showing the benefits of mobile technology in education?
Research Questions
The following research questions guided this literature review:
(1) What issues have researchers been investigating on using mobile devices for
teaching and learning with adult learners?
(2) What is the research evidence on how mobile technology can enhance teaching,
learning, and training for adult learners?
(3) What are the critical issues to consider in using mobile devices to enhance
teaching, learning, and training for adult learners?
Method and Data Sources
For our purpose, we define mobile learning as learning with handheld devices (both Internet and
non-Internet capable)-- such as cell phones, smart phones, PDAs, and tablets—excluding
laptops. This review includes only peer-reviewed data-driven journal articles. After assembling
the collection of potential articles by searching journals devoted to educational technology as
well as academic databases, we read the article abstracts and content of the articles to ensure they
fit our criteria. As a result, a total of 103 studies were included: 91 from higher education and 12
from non-higher education, such as corporate training.
Findings
This review has revealed that research conducted since 2005 focused on such topics and related
issues as: 1) affordances made possible by mobile devices to expand teaching and learning
beyond traditional classrooms, provide ubiquitous and just-in-time learning opportunities, and
introduce new possibilities; 2) exploration of mobile use to support content learning, especially

2. in such subject matter areas as language learning, sciences, and health sciences; and 3) user
perceptions toward mobile use.
Future Directions:
Given thefindings of this review, we have identified the following as important issues to
consider:
Research on mobile learning is nascent and there are no particular learning theories related
to it. As theoretical frameworks surface, it is suggested researchers make connections
between established theories and issues to investigate on mobile devices are used.
Many studies reviewed lacked investigative rigor. There is a need for longitudinal studies,
with greater participant numbers, specifically focusing on learning gains.
There are many terms used to describe mobile technology and there is a lack of consencus.
Standardizing terminology will help avoid confusion, providing a clear understanding of the
research.
References
New Media Consortium [NMC] (2012).Horizon Report: 2012 Higher Education Edition.
Retrieved from http://www.nmc.org/publications/horizon-report-2012-higher-3d-edition