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This chapter presents a thorough review on the mobile learning concept. It also explores how businesses are using mobile learning (m-learning) technologies for the training and development of their human resources. The research involved semi-structured interviews and an online survey. The research participants were expected to share their opinions about the costs and benefits of using m-learning applications (apps). The findings reported that the younger course participants were more likely to embrace the m-learning technologies than their older counterparts. They were using different mobile devices, including laptops, hybrids as well as smartphones and tablets to engage with m-learning applications at work, at home and when they are out and about. This contribution has identified the contextual factors like the usefulness and the ease of use of m-learning applications (apps), individual learning styles and their motivations, time, spatial issues, integration with other learning approaches as well as the cost and accessibility of the m-learning technology. In conclusion, this contribution identifies future research avenues relating to the use of m-learning technologies among businesses and training organizations.

This study aims to use the novel approach of applying the behavioural reasoning theory (BRT) to understand the relative influence of reason for and reason against the adoption of mobile learning applications (M-learning apps) among information technology (IT) and information technology enabled services (ITeS) employees.

This study surveys 680 employees of IT and ITeS companies in India to examine the adoption of M-learning apps for learning using the BRT and the primary data analysis was done using the partial least squares-structural equation modelling technique.

It is found that the context-specific adoption factors for M-learning apps are hedonic motivation, self-efficacy, learning autonomy, ubiquitous and relative advantage, whereas the reasons against adoption of the M-learning apps are traditional barrier, usage barrier and image barrier. It is also found that values of openness to change positively affect the reasons for adoption and do not significantly affect reasons against adoption of M-learning. Values of openness to change affect the attitude towards M-learning apps and attitude affects the adoption intention of M-learning apps for learning.

This cross-sectional study was conducted only in the Indian IT/ITeS firms and future research can be conducted in other sectors and countries to generalize the results.

This research uniquely highlights the adoption factors both for and against, which should be considered while developing marketing strategies for M-learning apps’ adoption. It is imperative for training managers to consider these factors during the selection of M-learning apps and for designers while designing the M-learning apps.

This study provides new insights towards the use of mobile apps for learning with the employees’ perspective using the BRT theory and it highlights the reason for adoption and reason against adoption of M-learning apps.

New mobile platforms, connected seamlessly to the Internet via wireless access, become increasingly more powerful as each day passes. Smartphones and tablet computers, as well as other ultraportable devices, have already gained enough critical mass to be considered mainstream devices, being present in the daily lives of millions of higher education students. Whole firms, devoted solely to developing high-quality and high engagement content to these devices, have emerged, populating an application market of thousands of teaching applications (apps) focused on diverse higher education topics, from physics and calculus to anatomy and law. Many universities throughout the world have already adopted or are planning to adopt mobile technologies in many of their courses as a better way to connect students with the subjects they are studying. These new mobile platforms allow students to access content anywhere/anytime to immerse himself/herself into that content (alone or interacting with teachers or colleagues via web communication forms) and to interact with that content in ways that were not previously possible (via touch and voice recognition technologies, for instance). The study of such technologies and their possible uses for higher education, as well as the impacts they can have on stimulating more active participation and engagement with the course subjects and research in higher education, while at the same time fostering collaboration among students and even different institutions, is the goal of the proposed chapter. Through the evaluation of the teacher/student acceptance and adoption of such mobile technologies, this chapter plans to provide a thorough overview of the possibilities and consequences of mobile learning in higher education environments as a gateway to ubiquitous learning – perhaps the ultimate form of learner engagement, since it allows the student to learn, access and interact with important content in any way or at any time or place she/he might want.

This study aims to describe the m-learning experience of school students and teachers during the COVID-19 pandemic and explores the factors influencing the continuance intention of m-learning.

Semistructured interviews of 24 students and 09 teachers of schools in national capital territory (NCT) Delhi, India were conducted over 03 months and transcribed verbatim. A hermeneutic phenomenological design was used to interpret the text and bring out the “lived experiences” of m-learning.

The following 15 themes or factors influencing continuance intention emerged through the hermeneutic circle: (1) actual usage, (2) attitude, (3) context, (4) extrinsic motivation, (5) facilitating conditions, (6) intrinsic motivation, (7) perceived compatibility, (8) perceived content quality, (9) perceived mobile app quality, (10) perceived teaching quality, (11) perceived usefulness, (12) satisfaction, (13) self-efficacy, (14) self-management of learning and (15) social influence.

The study offers insightful recommendations for school administrators, mobile device developers and app designers. In addition, suggestions for effectively using m-learning during disasters such as COVID-19 have been provided. Several future research directions, including a nuanced understanding of m-assessment and online discussions, are suggested to enhance the literature on m-learning continuance.

The study enriches the literature on m-learning continuance. A qualitative approach has been used to identify relevant factors influencing m-learning continuance intention among secondary and higher secondary level (Grades 9 to 12) school students and teachers in India. In addition, a conceptual framework of the relationships among the factors has been proposed. Further, an analysis of the lived experiences of m-learning during the COVID-19 pandemic indicated several issues and challenges in using m-learning during disasters.

By surveying current literature, the purposes of this paper are twofold: to identify current situation of mobile learning (m‐learning) adoption and specify the challenges and to identify the factors driving m‐learning adoption.

The paper reviews literature related to: m‐learning applications and challenging issues and adoption researches on m‐learning and related topics. A reflection on the unique nature of m‐learning adoption building upon the literature reviewed contributes to a new conceptual model.

Even if m‐learning is fast evolving, the review of literature reveals a challenge as to how to promote m‐learning adoption. In this light, the paper extends the scope of literature reviewed to the theories and factors relating to different roles m‐learning users have into consideration, namely, technology user, consumer and learner, in an attempt to offer a more complete understanding of m‐learning adoption. Insights are drawn from the proposed model.

A number of m‐learning projects have been initiated worldwide while guidelines drawing from m‐learning adoption research are in short supply. A research in this regard will contribute to a better understanding of developing acceptable m‐learning service.

Based on a literature review, the paper not only specifies the current situation of m‐learning adoption, but also develops factors influencing m‐learning adoption to enrich our understanding of m‐learning adoption – which help to facilitate and promote future empirical research.

This paper investigates if the existing degree of students' acceptance and use of mobile or m-learning may face the online shift determined by SARS-CoV-2. Based on the extended unified theory of acceptance and use of technology (UTAUT2), a new comprehensive model, SD-UTAUT (social distancing-UTAUT), is developed to better understand relationships between the original constructs, plus personal innovativeness (PI) and information quality (IQ). It identifies the key factors affecting behavioral intention (BI) and use by examining the influence of revaluated hedonic motivation (HM) and learning value (LV) importance as mediators.

The paper opted for an exploratory study involving 311 learners, using partial least squares structural equation modeling (PLS-SEM).

SD-UTAUT can be a new m-learning model in higher education. It has high predictive power and confirmed 15 out of 16 hypotheses. The most powerful relationship is between performance expectancy (PE) and HM. IQ affected LV the most, since HM the behavioral use (BU). HM impacts the use behavior (UB) more than LV, but habit (HT) affects it the most.

Because of the pandemic context, output may lack generalizability and reproducibility.

To improve usage, staff must provide better support, course creators emphasize the objectives and competencies and developers integrate innovation. The joy and pleasure of m-learning use may stimulate the LV through interesting and interactive content, like incorporating gamification.

The model set-up and circumstances are previously unseen. SD-UTAUT confirms ten new hypotheses and introduces the student's grade point average (GPA) as a moderator.

The peer review history for this article is available at https://publons.com/publon/10.1108/OIR-01-2021-0017

Research advocates for the use of good teaching practices and approaches while integrating technology in digitally enhanced learning. This is on the premise that previous studies on mobile learning have neglected this aspect of technology integration resulting in numerous challenges. Moreover, there is evidence in the literature showing a scarcity of studies on the use of mobile learning in teaching productive skills. On the other hand, linguists recommend the use of responsive lesson design frameworks in language teaching, claiming effectiveness in teaching all language skills. However, responsive lesson design frameworks are yet to be implemented in a classroom setting. To bridge these gaps in scientific literature, our study decides to utilize the CAPE framework as a good teaching method for improving the productive skills of students in mobile-based instruction.

This study utilizes a mixed-methods research design with an experimental approach. Post-tests and interviews were employed to elicit information from the student-participants on the objective of the study.

Following the analysis of the collected data, notable findings were obtained. While there was evidence to show that the students perceived m-learning as boring and ineffective when incorporated with a traditional lesson framework, our study unveiled that students showed a different perception when incorporated with the CAPE framework.

Our study unveils that integrating responsive lesson frameworks with m-learning improves the speaking and writing skills of students.

This study provides empirical evidence to show the role of good teaching practices like integrating responsive LDFs and mobile learning in improving the productive skills of students. This study is the first to investigate the integration of CAPE and mobile learning in enhancing expressive skills.

In this chapter, we discuss initiatives that aim to improve children’s literacy in low- and middle-income (LMI) countries through m-learning. These projects, predominantly introduced by governments and international aid organisations, often involve the provision of e-books and apps including game-based apps, to be used either inside or outside school. In some cases, lesson plans and content for teachers in poorly resourced schools are also delivered via mobile devices. After a general overview, we briefly describe a selection of projects with reference to m-learning and literacy theory and research. It is indicated in this chapter that the use of mobile devices to improve literacy opportunities for children in LMI countries has a great deal of potential but that, in many cases, there are limitations in pedagogical design and implementation practices, not to mention restricted views of what literacy is and might be for children in these locations.

This paper aims to focus on contextualized features for mobile language learning apps. The scope of this paper is to explore students’ perceptions of contextualized mobile language learning.

An extended Technology Acceptance Model was developed to analyze the effect of contextual app features on students’ usage intention. The suggested app concept applies context-triggered push notifications to initiate learning sessions based on a location-aware vocabulary. Partial least squares structural equation modeling (PLS-SEM) was used for an empirical validation of the proposed research model.

The results of the analysis revealed, that students perceived the proposed app as beneficial for their learning endeavors. The location-aware feature is essentially relevant to improve the perceived usefulness of the system, as it may increase the learning effectiveness of the app in their everyday life.

The study was conducted in quite a homogenous population. The sample size of the survey was rather small (n = 45). Further research is necessary to confirm the promising results of the research.

The results give some first evidence that the integration of innovative contextual features in mobile language learning apps may increase the usage intention and motivation to engage in a learning activity.

The chapters in this book focus on three key areas of innovation in teaching and learning in higher education today: smartphone devices, texting applications, and multipurpose, multimedia mobile communicative applications such as Skype. Today's educators have at their disposal a wide array of digital technologies that enable them to enhance the teaching and learning process. These technologies, coupled with more valid and reliable learning theories, are revolutionizing the way we teach and are altering our notions of what it means to learn and live in a post-industrial, globalized world. Both individually and socially, these new mobile technologies are becoming increasingly popular and useful as educational tools across a wide range of disciplines as a means to engage and retain students. If used appropriately and purposefully, these mobile technologies are well suited for the increasingly interconnected and interdependent world we live in and they provide educators with another set of tools by which to enrich the teaching and learning process and educational outcomes (Kukulska-Hulme, 2012).