Special Issue "Mobile Learning"

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 31 May 2018

Special Issue Editor

Guest Editor
Prof. Dr. Maria Uther

Department of Psychology, Humanities and Social Sciences, University of Winchester, Sparkford Road, Winchester SO22 4NR, UK
Website | E-Mail
Interests: user-interface design for mobile devices; pedagogy and mobile learning; mobile language learning; speech technologies

Special Issue Information

Dear Colleagues,

This Special Issue, “Mobile Learning”, addresses the increasing popularity of mobile devices and their potential for developing learning. As mobile technologies are constantly changing and increased capabilities rapidly developing, it is timely to consider the technical and practical issues in implementing learning applications for mobile devices. In a changing landscape in which mobile device ownership rivals fixed PCs, it is critical that we understand and study more about their capability in education.

With these considerations in mind, articles are welcomed for inclusion in this Special Issue that: (1) provide empirical evidence on the efficacy of mobile devices for learning applications; (2) showcase novel uses or technical developments for mobile devices in learning; (3) review pedagogical and user interface design considerations and develop theories around the design of mobile learning applications; (4) interface mobile technologies with other technologies to enhance learning (e.g., speech recognition, augmented reality, psychophysiological recording); and (5) offer examples of situated learning (e.g. using augmented/virtual reality technology) with mobile devices. The above topics are indicative and we would also welcome any papers relating to mobile learning that do not immediately fit into the above categories.

Suggested timeline:

January 31st 2018: Preliminary abstracts due
February 14th 2018: Decisions on preliminary proposals emailed to authors
May 31st 2018: Invited full papers due. 

Prof. Dr. Maria Uther
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • mobile learning
  • augmented reality
  • situated learning
  • pedagogical theories of mobile learning
  • user-interface design for mobile learning

Published Papers

This special issue is now open for submission, see below for planned papers.

Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Title: Innovative mobile technologies education simulating working environment in the IT companies

Abstract: The statistic shows an increasing mobile phone user penetration each year. All increasing numbers stress out the need for effective engagement of the mobile technologies into education. But, what does it mean to be effective in this situation? We propose a concept of teaching mobile technologies development in the conditions of simulated working environment in the IT companies. From the practical point of view, we offer different intelligent devices like wearable sensors, bracelets or watches to create various mobile applications for data analytics and visualisation methods. This process covers all necessary stages like design with User Experience, development in line with current trends, testing using appropriate methods and metrics, deployment with a tracking system, monetization and appropriate licensing. Moreover, we invented relevant lectures with some techniques from active learning area like retrieval practice and case-based learning. We have deployed this concept into the terms of the study program called Business Informatics at the Technical University of Kosice, in Slovakia. Students get familiar with some traditional methods of software development life cycle like waterfall and with Scrum as a representative of the Agile methodologies. During first 2 years we have tested suitability of various supporting tools like e.g. YouTrack, JIRA, Slack or Sli.do to improve the students’ readiness for real IT projects.

Title: Aspects of a pedagogical framework for mobile learning

Abstract: In our paper we shall present a pedagogical framework that defines the pedagogical basis about mobile learning. More specifically, this framework encompasses lines which can contribute to develop both the learner's cogntive and affective domain through mobile learning applications. As in e-learning, learning theories and learning style models can offer a personalized learning experience to users, we believe that this knowledge can be employed in m-learning. Moreover, towards this direction Learning Analytics can contribute significantly in order to provide personalized learning.

Title: Mobile learning for the immobile: Bringing learning to prison cells

Abstract: Prisons are designed with the security of the community in mind. Prisoners are locked down and segregated from society. They have little access to technology and no access to the internet. As prisons become even more overcrowded, it becomes increasingly difficult to move prisoners from their cells into education labs for learning. An Australian-government funded project, Making the Connection, is taking notebook computers into prisons to provide prisoners with access to higher education. To date, the project has enrolled 1500 students across 30 prisons in four states. Retention rates and results are slightly better than for non-incarcerated university students. This paper describes the mobile learning approach that lies at the heart of this project and describes some of the challenges encountered along the way.

Title: Diffusion of Theoretical Models in Mobile Learning: The FRAME Model and the 3-Level Evaluation Framework

Introduction: With each new technological invention in the field of educational technology, new theoretical models and frameworks emerge. Mobile learning came into focus in the 1990s as personal digital assistants (PDAs) and, later, mobile phones began to facilitate learning (Crompton, 2013). In 2005, m-learning became an accepted term (Crompton, 2013). Within this relatively short timespan, researchers and practitioners have grappled with defining and understanding mobile learning. They question who and what is mobile as well as how to integrate mobile tools into pedagogical practices. Conceptual models and frameworks play a significant role in answering these questions because they explain “either graphically or in narrative form, the main things to be studied—the key factors, concepts, or variables—and the presumed relationships among them” (Miles & Huberman, 1994, p. 18).  They provide a map; yet, they can shift as the territory shifts.

Title: The impact of embedded mobile device use on student perceptions of their digital capability

Abstract: Digital capability is quickly becoming one of the key employability skills that students require when entering the workplace. As such, it is important for universities to not just provide students with an education in their chosen academic field, but also give them opportunities to foster this skillset. This paper will investigate the effect that embedded use of iPads in taught classes has on students’ perceptions of their own digital capability skills and will draw on data gathered throughout a two-year pilot project exploring this area. Student learning activities using the devices will also be mapped against Bloom’s Digital Taxonomy in order to identify activities that relate to higher order thinking skills, and thus demonstrate an understanding of how to effectively utilise mobile devices for educational purposes.



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