Publications on mobile learning

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This webpage contains references – academic, journalistic and practical – on all aspects of mobile learning, with a particular emphasis on MALL (mobile-assisted language learning). The vast majority date from the last decade (2014 onwards) but some important older publications, especially books and key articles, are included. Older references may be in older bibliographic formats.

This is a companion webpage to the more general Publications on Digital Learning webpage. It contains references to mobile and mobile-related topics such as apps – AR – augmented reality – BYOD – digital assistants – extended reality – internet of things – iPads – iPhones – learning spaces – makerspaces – mixed reality – MR – podcasting – polling – QR codes – smartphones – tablets – ubiquitous computing – u-learning – virtual/voice assistants – virtual reality – VR – XR. Simply search this page for the term or terms you are seeking by using your browser’s search function. If you spot broken links or would like to suggest additional inclusions, please feel free to contact me.

• Aagaard, J. (2015). Drawn to distraction: A qualitative study of off-task use of educational technology. Computers & Education, 87, 90-97.
• Aagaard, J. (2017). Breaking down barriers: The ambivalent nature of technologies in the classroom. New Media & Society, 19(7), 1127-1143
• Ab Rashid, R., Mohamed, S. B., Rahman, M. F. A., & Shamsuddin, S. N. W. (2017). Developing speaking skills using virtual speaking buddy. iJET, 12(5), 195-201.
• Afzal, I., & Abdullah, N. A. (2022). Role of WhatsApp in teaching and learning process in schools in Pakistan. The Journal of Educators Online, 19(3). https://doi.org/10.9743/JEO.2022.19.3.1
• Aguayo, C., Cochrane, T., & Narayan, V. (2017). Key themes in mobile learning: Prospects for learner-generated learning through AR and VR. Australasian Journal of Educational Technology, 2017, 33(6), 27-40.
• Ahn, T.Y., & Lee, S.-M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778-786.
• Aitamurto, T., Stevenson Won, A., & Zhou, S. (2021). Examining virtual reality for pro-social attitude change. New Media & Society, 23(8), 2139-2143. https://doi.org/10.1177/1461444821993129
• Aiyegbayo, O. (2015). How and why academics do and do not use iPads for academic teaching? British Journal of Educational Technology, 46(6), 1324-1332.
• Albadry, H. (2017). An investigation into the role of tablet devices in facilitating collaborative learning in EFL language course. iJET, 12(4), 39-52.
• Albers, R., Davison, C.J., & Johnson, B. (2015). Inquiry-based learning: Emirati university students choose WhatsApp for collaboration. Learning and Teaching in Higher Education: Gulf Perspectives, 14(2), 1-17.
• Alenezi, A. (2017). Checking on preferential choices of e-learning and m-learning: A case study of Northern Border University, Saudi Arabia. iJET, 12(5), 98-117.
• Alfadil, M. (2020). Effectiveness of virtual reality game in foreign language vocabulary acquisition. Computers & Education, 153. https://doi.org/10.1016/j.compedu.2020.103893
• Al Hakim, V. G., Yang, S.-H., Liyanawatta, M., Wang, J.-H., & Chen, G.-D. (2022). Robots in situated learning classrooms with immediate feedback mechanisms to improve students’ learning performance. Computers & Education, 182. https://doi.org/10.1016/j.compedu.2022.104483
• Alhinty, M. (2015). Young language learners’ collaborative learning and social interaction as a motivational aspect of the iPad. International Journal of Emerging Technologies in Learning, 10(2), 24-29. http://online-journals.org/index.php/i-jet/article/view/4313
• Ali, R. (2022). Potential of Viber messenger to foster online social presence among blended learning students. Journal of Educators Online, 19(3). https://doi.org/10.9743/JEO.2022.19.3.3
• Alioon, Y., & Delialioğlu, Ö. (2019). The effect of authentic m-learning activities on student engagement and motivation. British Journal of Educational Technology, 50(2), 655-668. https://doi.org/10.1111/bjet.12559
• Alizadeh, M., & Cowie, N (2021). An exploratory student-centred approach to immersive virtual reality: Reflections and future directions. In Gregory, S., Warburton, S., & Schier, M. (Eds.) Back to the Future – ASCILITE ’21. Proceedings ASCILITE 2021 in Armidale (pp. 131–136). https://doi.org/10.14742/ascilite2021.0117
• Alkhattabi, M. (2017). Augmented reality as e-learning tool in primary schools’ education: Barriers to teachers’ adoption. iJET, 12(2), 91-100.
• Alkhezzi, F., & Al-Dousari, W. (2016). The impact of mobile learning on ESP learners’ performance. The Journal of Educators Online, 13(2), 73-101. http://www.thejeo.com/Archives/Volume13Number2/AlkhezziandAl-Dousari.pdf
• Ally, M. (Ed.). (2009). Mobile learning: Transforming the delivery of education and training. Athabasca UP.
• Ally, M. (2016). Deploying mobile technologies in education. [Interview with Rob Power.] https://www.youtube.com/watch?v=5d9yqcs7kgU
• Ally, M., Samaka, M., Impagliazzo, J., Mohamed, A., & Robinson, M. (2014). Worklplace learning using mobile technology: A case study in the oil and gas industry. In M. Kalz, Y. Bayyurt & M. Specht (Eds.), Mobile as mainstream – Towards future challenges in mobile learning. 13th World Conference on Mobile and Contextual Learning, mLearn 2014, Istanbul, Turkey, November 3-5, 2014, Proceedings (pp.250-257). Cham: Springer. http://goo.gl/nPYiSL
• Ally, M. & Tsinakos, A. (2014). Increasing access through mobile learning. Vancouver: Commonwealth of Learning. http://www.col.org/resources/publications/Pages/detail.aspx?PID=466
• Almusawi, H. A., Durugbo, C. M., & Bugawa, A. F. (2021). Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration. Computers & Education, 167. https://doi.org/10.1016/j.compedu.2021.104185
• Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Wearable technology in education: A systematic review. IEEE Transactions on Learning Technologies, 14(4), 540-554. https://doi.org/10.1109/TLT.2021.3107459
• Al-Otaibi, H.M., AlAmer, R.A., Al-Khalifa, H.S. (2016). The next generation of language labs: Can mobiles help? A case study. Computers in Human Behavior, 59, 342-349.
• Alper, M. (2018). Inclusive sensory ethnography: Studying new media and neurodiversity in everyday life. New Media & Society, 20(10), 3560-3579.
• Alvarez, V., Bower, M., de Freitas, S., Gregory, S., & de Wit, B. (2016). The use of wearable technologies in Australian universities: Examples from environmental science, cognitive and brain sciences and teacher training. In L.E. Dyson, W. Ng & J. Fergusson (Eds.), Mobile learning futures: Sustaining quality research and practice in mobile learning. 15th World Conference on Mobile and Contextual Learning, mLearn 2016, Sydney, Australia, October 24-26, 2016 Proceedings (pp.25-32). Sydney: UTS. http://media.wix.com/ugd/e0dc08_9c1b99a449a34d188f2d4db36d87250d.pdf
• Amez, S., Vujić, S., De Marez, L., & Baert, S. (2023). Smartphone use and academic performance: First evidence from longitudinal data. New Media & Society, 25(3), 584-608. https://doi.org/10.1177/14614448211012374
• Anderson, A., et al. (2014). Apps for educators: Recommendations for elementary and secondary classrooms. Phyllis J. Washington College of Education and Human Sciences/University of Montana.
• Anderson, J., & Rainie, L. (2022). The metaverse in 2040. Pew Research Center. https://www.pewresearch.org/internet/2022/06/30/the-metaverse-in-2040/
• Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System, 62, 63-76.
• Anohah, E., Sunday Oyelere, S., & Suhonen, J. (2017). Trends of mobile learning in computing education from 2006 to 2014: A systematic review of research publications. International Journal of Mobile and Blended Learning, 9(1), 16-33.
• Antonaci, A., Klemke, R., & Specht, M. (2015). Towards design patterns for augmented reality serious games. In T.H. Brown & H.J. van der Merwe (Eds.), The mobile learning voyage – From small ripples to massive open waters. 14th World Conference on Mobile and Contextual Learning, mLearn 2015, Venice, Italy, October 17-24, 2015, Proceedings (pp.273-282). Cham: Springer.
• Araiza-Alba, P., Keane, T., Chen, W. S., & Kaufman, J. (2021). Immersive virtual reality as a tool to learn problem-solving skills. Computers & Education, 164. https://doi.org/10.1016/j.compedu.2020.104121
• Arispe, K., & Burston, J. (2017). Making it personal: Performance-based assessments, ubiquitous technology, and advanced learners. Language Learning & Technology, 21(3), 44-58. http://www.lltjournal.org/item/3007
• Aslan, E. (2024). Bite-sized language teaching in the digital wild: Relational pedagogy and micro-celebrity English teachers on Instagram. System, 121. https://doi.org/10.1016/j.system.2024.103238
• Auld, G., & Djabibba, L. (2015). Using digital technologies with Aboriginal and Torres Strait Islander students. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions. Cambridge University Press.
• Aydogdu, F. (2022). Augmented reality for preschool children: An experience with educational contents. British Journal of Educational Technology, 53(2), 326-358. https://doi.org/10.1111/bjet.13168
• Azeitero, U.M., et al (Eds.) (2015). E-learning and education for sustainability. Peter Lang.

• Ba, S., & Hu, X. (2023). Measuring emotions in education using wearable devices: A systematic review. Computers & Education, 200. https://doi.org/10.1016/j.compedu.2023.104797
• Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133-149.
• Bacca, J., Baldiris, S., Fabregat, R., & Kinshuk. (2019). Framework for designing motivational augmented reality applications in vocational education and training. Australasian Journal of Educational Technology, 35(3), 102-117. https://doi.org/10.14742/ajet.4182
• Baceviciute, S., Terkildsen, T., & Makransky, G. (2021). Remediating learning from non-immersive to immersive media: Using EEG to investigate the effects of environmental embeddedness on reading in virtual reality. Computers & Education, 164. https://doi.org/10.1016/j.compedu.2020.104122
• Bachmair, B., & Pachler, N. (2014). Framing ubiquitous mobility educationally: Mobile devices and context-aware learning. In L.-H. Wong et al. (Eds.), Seamless learning in the age of mobile connectivity (pp.57-74). Springer.
• Bahari, A. (2022). Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010-2020). E-learning and Digital Media, 19(2), 163-188. https://doi.org/10.1177/20427530211036583
• Bailenson, J. (2018, Feb. 28). How to create empathy in VR. Wired. http://www.wired.co.uk/article/empathy-virtual-reality-jeremy-bailenson-stanford
• Ballantyne, N., & Tyers, A. (2012). British Council’s mobile learning projects in terms of international development. In The Open University, mLearning solutions for international development: Rethinking what’s possible. Proceedings from pre-conference workshop, mLearn 2012, Helsinki, Finland. http://ceur-ws.org/Vol-955/workshops/WS4International.pdf
• Ballatore, A., & Natale, S. (2015). E-readers and the death of the book: Or, new media and the myth of the disappearing medium. New Media & Society, 18(10), 2379-2394.
• Banks, L. (2018). The complete guide to hearable technology. Everyday hearing. https://www.everydayhearing.com/hearing-technology/articles/hearables/
• Bannan, B. (2016). Analysing context for mobile augmented reality prototypes in education. In J. Traxler & A. Kukulska-Hulme (Eds.), Mobile learning: The next generation. New York: Routledge.
• Barcomb, M., Grimshaw, J., & Cardoso, W. (2017). I can’t program! Customizable mobile language-learning resources for researchers and practitioners. Languages, 2(8).
• Barnwell, P. (2022, Mar. 8). Screen time in school: Finding the right balance for your classroom. Common Sense Education. https://www.commonsense.org/education/articles/screen-time-in-school-finding-the-right-balance-for-your-classroom
• Baron, D., et al. (2016). Investigating the effects of a backchannel on university classroom interactions: A mixed-method case study. Computers & Education, 94, 61-76.
• Baron, N. S. (2008). Always on: Language in an online and mobile world. Oxford University Press.
• Baron, N. S. (2020). Talking, reading, and writing on smartphones. In R. Ling, L. Fortunati, G. Goggin, S. S. Lim & Y. Li (Eds.), The Oxford handbook of mobile communication and society (pp. 408-421). Oxford University Press.
• Barry, S., Murphy, K., & Drew, S. (2015). From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms. Computers & Education, 81, 202-210.
• Beaver, L. (2016). The smartwatch report. BI Intelligence.
• Beaver, L. (2017). The end of apps. BI Intelligence.
• Belalcázar, C. (2015). Mobile phones and literacy: Empowerment in women’s hands. A cross-case analysis of nine experiences. Paris: UNESCO. http://unesdoc.unesco.org/images/0023/002343/234325E.pdf
• Belpaeme, T., Vogt, P., van den Berghe, R., Bergmann, K., Göksun, T., de Haas, M., Kanero, J., et al. (2018). Guidelines for designing social robots as second language tutors. International Journal of Social Robotics, 10. https://doi.org/10.1007/s12369-018-0467-6
• Berge, Z. L., & Muilenburg, L. (Eds.). (2013). Handbook of mobile learning. Routledge.
• Besser, E. D., Blackwell, L. E., & Saenz, M. (2021). Engaging students through educational podcasting: Three stories of implementation. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-021-09503-8
• Bikowski, D., & Casal, J.E. (2018). Interactive digital textbooks and engagement: A learning strategies framework. Language Learning & Technology, 22(1), 119-136.
• Blackwell, C., Birnholtz, J., & Abbott, C. (2015). Seeing and being seen: Co-situation and impression formation using Grindr, a location-aware gay dating app. New Media & Society, 17(7), 1117-1136.
• Blackwell, C.K., Lauricella, A.R., & Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use.Computers & Education, 98, 57-69.
• Blignaut, A.S., Matthew, G., & Fitchat, L. (2016). Survive with the VUVU on the Vaal: Eyetracking findings of a user interface evaluation of a mobile serious game for statistics education. In L. E. Dyson, W. Ng & J. Fergusson (Eds.), Mobile learning futures – Sustaining quality research and practice in mobile learning: 15th World Conference on Mobile and Contextual Learning, mLearn 2016, Sydney, Australia, October 24-26, 2016 Proceedings (pp.38-48). UTS. http://media.wix.com/ugd/e0dc08_9c1b99a449a34d188f2d4db36d87250d.pdf
• Blum-Ross, A., & Livingstone, S. (2016, Jul. 6). What and how should parents be advised about ‘screen time’? Parenting for a digital future.  http://blogs.lse.ac.uk/parenting4digitalfuture/2016/07/06/what-and-how-should-parents-be-advised-about-screen-time/
• Bohn, D., Johnson, A., & Welch, C. (2021, Nov. 1). The smartphone, circa 2031. The Verge. https://www.theverge.com/22749341/smartphones-future-predictions
• Bolter, J. D., Engberg, M., & MacIntyre, B. (2021). Reality media: Augmented and virtual reality. MIT Press.
• Bonnardel, V., Biddington, T., May, B., Jones, R., & Roffey, S. (2018). Toward the implementation of contemplative practices in higher education. Journal of Perspectives in Applied Academic Practice, 6(3), 3-13.
• Bonner, E., & Reinders, H. (2018). Augmented and virtual reality in the language classroom: Practical ideas. Teaching English with Technology, 18(3), 33-53. http://www.tewtjournal.org/?wpdmact=process&did=NTQ0LmhvdGxpbms
• Bonsor, K. (n.d.). How augmented reality works. How stuff works. http://www.howstuffworks.com/augmented-reality.htm
• Börner, D., Kalz, M., & Specht, M. (2014). Lead me gently: Facilitating knowledge gain through attention-aware ambient learning displays. Computers & Education, 78, 10-19.
• Bosman, J.P., & Strydom, S. (2016). Mobile technologies for learning: Exploring critical mobile learning literacies as enabler of graduateness in a SouthAfrican research-led University. Brtish Journal of Educational Technology, 47(3). https://doi.org/10.1111/bjet.12441
• Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13, 217-231.
• Bower, M., & Jong, M. S.-Y. (2020). Editorial: Immersive virtual reality in education. British Journal of Educational Technology, 51(6), 1981-1990. https://doi.org/10.1111/bjet.13038
• Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies? Computers & Education, 88, 343-353.
• Bower, M., Sturman, D., & Alvarez, V. (2016). Perceived utility and feasibility of wearable technologies in higher education. In L.E. Dyson, W. Ng & J. Fergusson (Eds.), Mobile learning futures – Sustaining quality research and practice in mobile learning: 15th World Conference on Mobile and Contextual Learning, mLearn 2016, Sydney, Australia, October 24-26, 2016 Proceedings (pp.49-56). Sydney: UTS. http://media.wix.com/ugd/e0dc08_9c1b99a449a34d188f2d4db36d87250d.pdf
• Bowles, M.K. (2016). Vocabulary on the go: An academic vocabulary learning app for Arabic learners on an English foundation program. InForm, 16, 16-18. https://www.reading.ac.uk/web/files/inform/InForm_Issue_16.pdf
• Bowles, M.K. (2017). Leveraging the affordances of mobile learning for vocabulary gains. Paper presented at the IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA), Vilamoura, Algarve, Portugal, Oct 18-20. https://eric.ed.gov/?id=ED579492
• British Council. (2015). Technology for professional development: Access, interest and opportunity for teachers of English in South Asia. Research report. Britsh Council: New Delhi. http://englishagenda.britishcouncil.org/sites/ec/files/Digital%20Teachers%20Report_FINAL_LOW_RES.pdf
• Brogård Kristensen, D., & Ruckenstein, M. (2018). Co-evolving with self-tracking technologies. New Media & Society [online first].
• Brooking, E.T., & Singer, P.W. (2016, No.). War goes viral: How social media is being weaponized across the world. The Atlantic. http://www.theatlantic.com/magazine/archive/2016/11/war-goes-viral/501125/
• Brown, T.H., & van der Merwe, H.J. (Eds.). (2015). The mobile learning voyage – From small ripples to massive open waters. 14th World Conferenceon Mobile and Contextual Learning, mLearn 2015, Venice, Italy, October 17-24, 2015, Proceedings. Cham: Springer.
• Bruno, T., & Kroski, E. (2015). Wearable technology: Smart watches to Google Glass for libraries. Rowman & Littlefield.
• Buchner, J., & Kerres, M. (2023). Media comparison studies dominate comparative research on augmented reality in education. Computers & Education, 195. https://doi.org/10.1016/j.compedu.2022.104711
• Buil, I., Catalan, S., & Martinez, E. (2016). Do clickers enhance learning? A control-value theory approach. Computers & Education, 103, 170-182.
• Bull, S., & Wasson, B. (2016). Competence visualisation: Making sense of data from 21st-century technologies in language learning. ReCALL, 28(2), 147-165.
• Bunyad. (n.d.). Mobile based post literacy programme: Mobile as a tool for illiterate women. http://www.bunyad.org.pk/Mobile%20Based%20Literacy.htm
• Burbules, N. C. (2009). Meanings of ‘ubiquitous learning’. In B. Cope & M. Kalantzis (Eds.), Ubiquitous learning (pp. 15-20). University of Illinois Press.
• Burden, K., & Hopkins, P. (2016). Barriers and challenges facing pre-service teachers’ use of mobile technologies for teaching and learning. International Journal of Mobile and Blended Learning, 8(2).
• Burden, K., & Kearney, M. (2015). Conceptualising authentic mobile learning. In D. Churchill, T.K.F. Chiu & N.J. Gu (Eds.), Proceedings of the International Mobile Learning Festival 2015: Mobile Learning, MOOCs and 21st Century Learning (pp.373-398). http://imlf.mobi/IMLF2015Proceedings.html
• Burden, K., & Kearney, M. (2015). Conceptualising authentic mobile learning. In D. Churchill, J. Lu, T.K.F. Chiu & B. Fox (Eds.), Mobile learning design: Theories and application. Singapore: Springer.
• Burden, K., & Kearney, M. (2017). Investigating and critiquing teacher educators’ mobile learning practices. Interactive Technology and Smart Education, 14(2), 110-125.
• Burden, K., & Kearney, M. (2018). Designing an educator toolkit for the mobile learning age. International Journal of Mobile and Blended Learning, 10(2), 88-99. DOI: 10.4018/IJMBL.2018040108
• Burkeman, O. (2021). Four thousand weeks. The Bodley Head.
• Burns, M. (2016). Deeper learning with QR codes and augmented reality: A scannable solution for your classroom. Thousand Oaks, CA: Corwin.
• Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344-357.
• Burston, J. (2016). The reality of MALL: Still on the fringes. In A. Palalas & M. Ally (Eds.), The international handbook of mobile-assisted language learning (pp. 2-43). Beijing: China Central Radio & TV University Press.
• Burston, J. (2024). Advanced-level foreign language acquisition in experimental MALL studies. Open Journal of Modern Linguistics, 14, 267-289. https://doi.org/10.4236/ojml.2024.143015
• Burston, J., Athanasiou, A., & Yiokari-Neophytou, M. (2017). Achieving independent language learning through the mobilization of ubiquitous instructional technology resources. Languages, 2(16).
• Byrne, J. (2019). Anytime autonomous English MALL app engagement. International Journal of Emerging Technologies in Learning, 14(18), 145-163. https://online-journals.org/index.php/i-jet/article/view/10763/5954

• Caldwell, H. (2018). Mobile technologies as a catalyst for pedagogic innovation within teacher education. International Journal of Mobile and Blended Learning, 10(2), 50-65.
• Campbell, A., & Burns, S. (2023, Jul. 27). Remembering and reliving the past in VR at Jackson State University. EDUCAUSE Review. https://er.educause.edu/articles/2023/7/remembering-and-reliving-the-past-in-vr-at-jackson-state-university
• Canagarajah, S. (2017). Introduction: The nexus of migration and language: The emergence of a disciplinary space. In S. Canagarajah (Ed.), The Routledge handbook of migration and language. Routledge.
• Cao, Y., et al. (2018) Orderliness predicts academic performance: behavioural analysis on campus lifestyle. Journal of the Royal Society Interface, 15. http://doi.org/10.1098/rsif.2018.0210
• Cao Y., Gao J., & Zhou T. (2019) Orderliness of campus lifestyle predicts academic performance: A case study in Chinese university. In H. Baumeister & C. Montag (Eds.), Digital phenotyping and mobile sensing: Studies in neuroscience, psychology and behavioral economics. Springer. https://doi.org/10.1007/978-3-030-31620-4_8
• Carboni, I., Jeffrie, N., Lindsey, D., Shanahan, M., Sibthorpe, C., Butler, C., & Lopez, M. (2021). Connected women: The mobile gender gap report 2021. GSMA.  https://www.gsma.com/r/gender-gap/
• Cardoso, T., Coimbra, T., & Mateus, A. (2015). Augmented reality and 3D technologies: Mapping case studies in education. In Y. A. Zhang (Ed.), Handbook of mobile teaching and learning (pp. 847-860). Springer.
• Castells, M. (2012). Networks of outrage and hope: Social movements in the internet age. Polity.
• Castells, M., Fernández-Ardèvol, M., Linchuan Qiu, J., & Sey, A. (2007). Mobile communication and society: A global perspective. The MIT Press.
• Cavanaugh, C., & Hargis, J. (2018). Mobile learning transformation in a national higher education system. In H. Crompton & J. Traxler (Eds.), Mobile learning and higher education: Challenges in context. Routledge.
• Cavus, N., & Ibrahim, D. (2017). Learning English using children’s stories in mobile devices. British Journal of Educational Technology, 48(2), 625-641.
• Cederqvist, A.M. (2023). Ways of using augmented reality as a pedagogical tool in science teacher education – Possibilities and limitations: A systematic narrative review. Journal of Technology and Teacher Education, 31(3), 233-269. https://www.learntechlib.org/primary/p/222710/
• Central Square Foundation. (2015). Teaching with technology: Early edtech adoption by Indian school teachers. Central Square Foundation. http://www.centralsquarefoundation.org/pdf/Teaching-with-Technology-Early-EdTech-Adoption-by-Indian-School-Teachers.pdf
• Cerratto Pargman, T., Nouri, J., & Milrad, M. (2018). Taking an instrumental genesis lens: New insights into collaborative mobile learning. British Journal of Educational Technology, 49(2), 219-234.
• Chang, H.-Y., Binali, T., Liang, J.-C., Chiou, G.-L., Cheng, K.-H., Lee, S. W.-Y., & Tsai, C.-C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-)experimental studies to investigate the impact. Computers & Education, 191, https://doi.org/10.1016/j.compedu.2022.104641
• Chang, C., Chang, C.-K., & Shih, J.-L. (2016). Motivational strategies in a mobile inquiry-based language learning setting. System, 59, 100-115.
• Chang, C., Liang, J., & Leung, L. (2015). Social network service use on mobile devices: An examination of gratifications, civic attitudes and civic engagement in China. New Media & Society, 17(7), 1096-1116.
• Chang, C.-Y. (2019, Nov. 13). How mobile learning can support global student engagement. EDUCAUSE Review. https://er.educause.edu/blogs/2019/11/how-mobile-learning-can-support-global-student-engagement
• Charitonos, K. (2018). Cultural citizen inquiry: Making space for the ‘everyday’ in language teaching and learning. In C. Herodotou, M. Sharples & E. Sclanon (Eds.), Citizen inquiry: Sythesising science and inquiry learning. London: Routledge.
• Charitonos, K., & Charalampidi, M. (2015). Designs for heritage language learning: A photography project in the UK supplementary education. In T.H. Brown & H.J. van der Merwe (Eds.), The mobile learning voyage – From small ripples to massive open waters. 14th World Conferenceon Mobile and Contextual Learning, mLearn 2015, Venice, Italy, October 17-24, 2015, Proceedings (pp.198-216). Cham: Springer.
• Charitonos, K., & Kukulska-Hulme, A. (2017). Community-based interventions for language learning among refugees and migrants. In Refugees & HCI workshop: The role of HCI in responding to the refugee crisis, communities and technologies 2017, Jun. 26-30, Troyes, France. http://oro.open.ac.uk/49677/
• Chateau, A., Ciekanski, M., Molle, N., Paris, J., & Privas-Bréauté, V. (2019). Adding virtual reality to the university self-access language centre: Brave new world or passing fad? European Journal of Language Policy, 11(2), 257-271. https://doi.org/10.3828/ejlp.2019.15
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Last update: November 2024.