Mobile training is an evolution of electronic training and is based on mobile learning technology, which is used to design mobile learning courses. Due to the widespread deployment of mobile devices and the need to remain current with developments in mobile technology, it is important to consider the design of appropriate mobile training content to increase learners' engagement in mobile learning courses. However, studies have emphasized the challenges in this area. Therefore, we conducted a systematic mapping study that offers an overview of the current literature in this domain based on a thorough search of the literature by using a process of selection that involves criteria for inclusion and exclusion, data extraction and synthesis strategies. Of the 194 journal articles identified in the initial search stage, 58 were selected as primary studies; they were published between 2009 and 2019. We applied a classification scheme to answer our research questions. Our study examines the current challenges in the design of mobile training content, identifies the key open issues, determines the trends in publication and emphasizes the most widely researched topics in recent years related to the design of mobile training content. Our study identifies the existing challenges and suggests further work on key open issues. Our study also suggests that, considering the major issues related to pedagogical challenges, the research focus should shift toward the design of attractive, interactive and motivating mobile content that is based on a theoretical framework for mobile training courses, and other technological and managerial challenges that can be addressed should be investigated in order to overcome the existing difficulties in the design of mobile training content and to provide better solutions for the continuity of this research domain.

With the rapid evolution of interactive technology, the popularity of mobile augmented reality (MAR) as a learning aid has continued to grow. However, several studies have revealed that research on the impact of AR in the educational domain is both insufficient and in an early phase. More studies are required to evaluate the effectiveness of utilizing MAR in this domain. The purpose of this study was to measure the effect of a mobile training course designed using MAR on trainees’ motivation. We reviewed the associated concepts, highlighted the importance and effectiveness of MAR and explained the benefits and challenges of employing MAR in the educational domain. This study drew on John Keller’s motivational model components and emphasized the significance of intrinsic motivation. We used a quantitative approach and designed a mobile training course that uses MAR to train government employees in Oman. A total of 32 employees were randomly divided into an experimental group and a control group. The experimental group used the designed application, and the control group took a training course online via computers. A motivational survey was conducted, and SPSS statistical software was used for data analysis. The results revealed that there was a significant difference in the mean motivation value for the experimental group: the trainees from the experimental group were more motivated than those from the control group. This study confirms that learners are motivated to participate in mobile training courses designed using MAR, which can contribute to the development of human resources in various domains.

Because mobile technology and the widespread usage of mobile devices have swiftly and radically evolved, several training centers have started to offer mobile training (mtraining) via mobile devices. Thus, designing suitable m-training course content for training employees via mobile device applications has become an important professional development issue to allow employees to obtain knowledge and improve their skills in the rapidly changing mobile environment. Previous studies have identified challenges in this domain. One important challenge is that no solid theoretical framework serves as a foundation to provide instructional design guidelines for interactive m-training course content that motivates and attracts trainees to the training process via mobile devices. This study proposes a framework for designing interactive m-training course content using mobile augmented reality (MAR). A mixed-methods approach was adopted. Key elements were extracted from the literature to create an initial framework. Then, the framework was validated by interviewing experts, and it was tested by trainees. This integration led us to evaluate and prove the validity of the proposed framework. The framework follows a systematic approach guided by six key elements and offers a clear instructional design guideline checklist to ensure the design quality of interactive mtraining course content. This study contributes to the knowledge by establishing a Multimedia Tools and Applications