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Mobile marketing, the two- or multi-way communication and promotion of an offer between a firm and its customers using a mobile medium, device, platform, or technology, has made rapid strides in the past several years. Mobile marketing has entered its second phase or Mobile Marketing 2.0. The surpassing of desktop by mobile devices in digital media consumption, diffusion of wearable devices among customers, and an overall integration and interconnectedness of devices characterize this phase. Against this backdrop, we present a synthesis of the most recent literature in mobile marketing. We discuss three key advances in mobile marketing research relating to mobile targeting, personalization, and mobile-led cross-channel effects. We outline emerging industry trends in mobile marketing, including mobile app monetization, augmented reality, data and privacy, wearable devices, driverless vehicles, the Internet of Things, and artificial intelligence. Within each extant and emerging area, we delineate the future research opportunities in mobile marketing. Finally, we discuss the impact of mobile marketing on customer, firm, and societal outcomes.

Mobile devices, through their capacity to enable anytime-anywhere learning as well as capture, annotate and share multimedia, offer entirely new ways for students to learn. This chapter provides review of mobile learning with a particular focus on learning design. First various definitions and characteristics of mobile learning are examined in order to establish a common understanding of its boundaries and meaning. Example uses of mobile learning in schools and higher education are described as a way to provide a more concrete understanding of design possibilities. Benefits of mobile learning are unpacked, as distilled from the literature, including the ability to provide flexible, accessible, authentic, personalized, ubiquitous and seamless learning. Mobile learning issues are also examined, including technical problems, cognitive load issues, distraction, equity and safety. A primary school science and a university pre-service teacher education vignette are described so as to offer a more in-depth illustration of what mobile learning can look like and achieve in practice. Finally, mobile learning research findings and observations are synthesized into recommendations, to inform and guide evidence-based mobile learning design practices. Opportunities for future research and investigation are also discussed.

Mobile technology can offer new opportunities for online learning that extends beyond the learning management system. Advancing a teaching strategy that incorporates mobile technology for online classes does not need to require a large budget. Two adoption strategies are presented here: leveraging of mobile web 2.0 tools and use of native mobile tools. The paradigm of mobile learning brings new pedagogical affordances to context for authentic learning. We demonstrate an activity-based approach to provide learners with additional tools to create meaningful learning experiences anytime, anywhere. This approach fits nicely into learner-centered and constructivist environments because students are learning through their own active involvement. At the same time, it allows students to get excited about what they are learning. In addition, we discuss the institutional, architectural, and pedagogical challenges arising from the use of mobile technology in online courses.

This chapter presents the perspective of an Information and Communications Technology (ICT) integration specialist on how mobile devices and apps are being used in several Western Australian primary schools to improve students’ literacy across a range of contexts and curriculum areas. In her role, the author is responsible for assisting teachers in Independent sector schools with Technologies, ICT Literacy and Science, Technology, Engineering and Mathematics (STEM) education and has worked extensively in helping teachers design rich cross-curricular tasks and programmes that harness a range of digital technologies, including mobile devices. The chapter presents several examples of how teachers in Western Australian Independent schools have used mobile tools across the curriculum in rich tasks, and how this has supported students’ literacy learning. Although this chapter makes specific references to Australian curricular requirements and contexts, it is envisaged that the practical examples and insights presented will be more broadly applicable in helping practitioners use mobile technologies to enhance literacy learning across the curriculum.

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.

There has been a massive, revolutionary change over the past two decades in the travel and tourism industry. Mobile technology offers privileges to consumers in order to identify, customize and purchase tourism products and support the globalization of the industry by providing tools for developing, managing and distributing beneficiaries worldwide. These diligent advancements in mobile technology have made it extremely easy for everyone to know instantly as much about the world as they want. The use of smartphones, tablets and mobile devices has empowered global tourists with more flexibility, options and freedom to explore places than ever before. For that reason, mobile technology is a perfect fit for travel and tourism that plays an important role in massive cultural shift of consumer behaviour. All over the world, businesses are struggling to adapt to that incredible spread and impact of mobile technology and in the future, the technology will go on developing and adapting, as well. As mobile technology has been evolving rapidly and spreading across multiple tourism sectors, it is pivotal to take into account its role in creating innovative experiences for consumers and fostering a sustainable competitive advantage for suppliers in the tourism industry. Though mobile evolution has contributed to enhancing the travel factor at large, not much is known about how it has affected the tourism development. Finding this information is crucial for a deeper understanding of how consumers are using tourism-related mobile technology before, during and after their trip. It could provide meaningful perceptions to meet their expectations and to enhance their travel experiences. Therefore, this chapter aims to identify the potential of mobile technology in several businesses in the tourism sector providing guidance to understanding its role to enhance value creation in the future.

This study explores the importance of application search engine (ASE) technology in the omni-channel strategy. For this purpose, this chapter firstly explains the concepts of the omni-channel and the search engines and the importance of them. Then, omni-channel in the framework of ASEs is discussed. Finally, recommendations for further researches are presented.

Research into the autonomous use of MP3 audio recorders by students in UK higher education demonstrated that students were innovative in their autonomous use of the devices. They used them to capture learning conversations from formal and informal situations to personalise and enhance their learning. However, today smartphones and other smart devices have replaced the necessity for students to carry multiple mobile devices including MP3 recorders. This chapter builds upon the earlier work and presents a small qualitative study into how students are autonomously using their smart devices to support their learning. The research explores the hypothesis that students are being innovative in the ways in which they are using their smart devices to support their formal and informal learning. The study involved five students who own smart devices who were invited to discuss their ownership of smartphone and tablet technologies and the ways they used them in their studies. The students first completed a short questionnaire and were then interviewed in small groups. The results agree with previous research into student use of smart devices and describe autonomous engagement facilitated by personally owned smart technologies. The study identifies continuous patterns of pervasive engagement by students and concludes that more thought should be given to disruptive innovation, digital literacy and employability.

Accessibility design over the past several years has focused much of its attention on the development of a universal standard or a set of guidelines for delivering a diverse array of both content and instructional processes. Universal design for learning (UDL), for example, promotes providing multiple means of (a) representation, (b) action and expression, and (c) engagement for learners who have a wide range of disabilities as well as their typical peers. And while each instructional design element that represents a means of providing the differentiation required by the principle generally has a strong evidence-based support individually, it is difficult to assess any one of them within the larger ULD “multiple means” milieu of options. It is especially difficult to do this in regard to learners associated with any particular disability category. When it comes to targeted instruction, learner characteristics matter. It follows then that when it comes to developing an instructional design, that the learning characteristics of a targeted population be first and foremost considered as the point of departure in the design and development process. This chapter considers a wide range of instructional targets within the context of specific disability groups with a focus on learning goals, instructional design supports for those goals, and underlying cognitive processes that may help clarify the goals themselves as well as the instructional supports to achieve those goals.