Mobile learning: research context, methodologies and future works towards middle-aged adults – a systematic literature review

Abstract

Over the past several years, mobile learning concepts have changed the way people perceived on mobile devices and technology in the learning environment. In earlier days, mobile devices were used mainly for communication purposes. Later, with many new advanced features of mobile devices, they have opened the opportunity for individuals to use them as mediated technology in learning. The traditional way of teaching and learning has shifted into a new learning dimension, where an individual can execute learning and teaching everywhere and anytime. Mobile learning has encouraged lifelong learning, in which everyone can have the opportunity to use mobile learning applications to gain knowledge. However, many of the previous studies on mobile learning have focused on the young and older adults, and less intention on middle-aged adults. In this research, it is targeted for the middle-aged adults which are described as those who are between the ages of 40 to 60. Middle-aged adults typically lead very active lives while at the same time are also very engaged in self-development programs aimed at enhancing their spiritual, emotional, and physical well-being. In this paper, we investigate the methodology used by researchers based on the research context namely, acceptance, adoption, effectiveness, impact, intention of use, readiness, and usability of mobile learning. The research context was coded to the identified methodologies found in the literature. This will help one to understand how mobile learning can be effectively implemented for middle-aged adults in future work. A systematic review was performed using EBSCO Discovery Service, Science Direct, Google Scholar, Scopus, IEEE and ACM databases to identify articles related to mobile learning adoption. A total of 65 journal articles were selected from the years 2016 to 2021 based on Kitchenham systematic review methodology. The result shows there is a need to strengthen research in the field of mobile learning with middle-aged adults.

The use of mobile technology in the learning process

“…Prospects for the use of mobile technology and mobile learning are considered in many works of educators and researchers. The authors Mohtar Syahida, Jomhari Nazean, Mustafa Mumtaz Begum, Yusoff Zulkifli Mohd [3] in their study analyze the conditions for the implementation of mobile learning in open distance education and note that «m-learning is a subset of ‗e-learning' while ‗e-learning' is the subset of distance learning that focuses on learning across context and learning with mobile devices, which can take place anytime, anywhere. For example, learning may happen at the workplace, at home, and at places of leisure.…”

The Critical Success Factors Influencing the Use of Mobile Learning and its Perceived Impacts in Students’ Education: A Systematic Literature Review

“…This determination using SLR is core to searching the relevant sources and maintaining SLR standards. This study searched to identify the materials available in reputable library databases [16,35]. The study used five primary keywords to search the library databases: Scopus, Web of Science, ProQuest, and Google Scholar.…”

“…The burgeoning field of mobile learning has seen extensive research; however, a notable gap exists in understanding its multifaceted impacts within educational settings [7,15,16]. The review identifies a lack of comprehensive analysis integrating technological and pedagogical perspectives, particularly in how mobile learning influences student engagement and educational outcomes across diverse demographics [1,7].…”

“…The study selection process was categorized into different phases in the initial review -this entailed reviewing the titles of the articles based on the inclusion and exclusion criteria [16,32]. The papers that were not cut were dropped, while the remaining ones were filtered by reviewing their abstracts and findings.…”

Pengembangan Mobile Learning Berdasarkan pada Teori Humanistik dalam Menstimulasi Kreatifitas Anak

“…Sama halnya dengan intelegensi, setiap anak memiliki kreativitas hanya saja tingkatannya berbeda-beda. Perbedaan utama antara intelegensi dan kreativitas, terutama pada prosesnya, intelegensi berkaitan dengan proses berpikir konvergen (memusat), sedangkan kreativitas berkenaan dengan proses berpikir divergen (menyebar) (Mohtar et al, 2022).…”