Publications on mobile learning

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

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 (2016 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.

A

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
Albadry, H. (2017). An investigation into the role of tablet devices in facilitating collaborative learning in EFL language course. iJET, 12(4), 39-52.
Albishri, B., & Blackmore, K. L. (2025). Duality in barriers and enablers of augmented reality adoption in education: A systematic review of reviews. Interactive Technology and Smart Education, 22(2), 167-191. https://doi.org/10.1108/ITSE-10-2023-0194
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
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
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, 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.
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
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

B

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., & 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
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
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.
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.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
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
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., & 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
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/
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
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. (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

C

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
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/
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.-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., & 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
Chatellier, C. (2017), Oct. 25). Mind-blowing 3D printing feats and what to expect in 2018. Readwrite. https://readwrite.com/2017/10/25/3d-printing-feats-expectations-2018/
Chawinga, W.D. (2016). Teaching and learning 24/7 using Twitter in a university classroom: Experiences from a developing country. E-learning and Digital Media, 13(1-2), 45-61.
Chen, C.-H. (2020). AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning. British Journal of Educational Technology, 51(3), 657-672. https://doi.org/10.1111/bjet.12902
Chen, C.-H., Liu, G.-Z., & Hwang, G.-J. (2016). Interaction between gaming and multistage guiding strategies on students’ field trip mobile learning performance and motivation. British Journal of Educational Technology, 47(6), 1032-1050.
Chen, C.-H., & Tsai, C.-C. (2021). In-service teachers’ conceptions of mobile technology-integrated instruction: Tendency towards student-centred learning. Computers & Education, 170. https://doi.org/10.1016/j.compedu.2021.104224
Chen, H., Park, H. W., & Breazeal, C. (2020). Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children’s learning and emotive engagement. Computers & Education, 150. https://doi.org/10.1016/j.compedu.2020.103836
Chen, H. H.-J., Tai, T. Y., Yang, C., & Wang, T. (2022). Exploring the potential of intelligent personal assistants on foreign language learners’ communicative ability. In J. Colpaert & G. Stockwell (Eds.)., Smart CALL: Personalization, contextualization, and socialization (pp. 55-81). Castledown.
Chen, H.-I., & Sevilla-Pavón, A. (2023). Negotiation of meaning via virtual exchange in
immersive virtual reality environments. Language Learning & Technology, 27(2), 118-154. https://doi.org/10125/73506
Chen, X., Zou, D., & Su, F. (2021). Twenty-five years of computer-assisted language learning: A topic modeling analysis. Language Learning & Technology, 25(3). https://doi.org/10125/73454
Chen, Y., Mayall, H. J., Smith, T. J., & York, C. S. (2023). Conceptualizing a mobile-assisted learning environment featuring funds of knowledge for English learners’ narrative writing development. Language Learning & Technology, 27(1), 1-17. https://hdl.handle.net/10125/73543
Chen, Y., Liksa Carger, C., & Smith, T.J. (2017). Mobile-assisted narrative writing practice for young English language learners from a Funds of Knowledge approach. Language Learning & Technology, 21(1), 28-41. http://www.lltjournal.org/item/2976
Chen, Y., Zhang, P., & Huang, L. (2022). Translanguaging/trans-semiotizing in teacher-learner interactions on social media: Making learner agency visible and achievable. System, 104. https://doi.org/10.1016/j.system.2021.102686
Cheng, K.-H. (2017). Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes. Australasian Journal of Educational Technology, 33(4), 53-69.
Cheng, Y.-W., Sun, P.-C., & Chen, N.S. (2018). The essential applications of educational robot: Requirement analysis from the perspectives of experts, researchers and instructors. Computers & Education, 126, 399-416.
Chin, K.-Y., & Wang, C.-S. (2021). Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest. Australasian Journal of Educational Technology, 37(1), 27–42. https://doi.org/10.14742/ajet.5841
Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning. Language Learning & Technology, 10(1), 9-16. http://llt.msu.edu/vol10num1/emerging/default.html
Chittaro, L., & Vianello, A. (2016). Mobile mindfulness and user’s worry: A qualitative study of using a smartphone app for distancing from negative thoughts. Interacting with Computers, 28(6), 695-717. DOI: 10.1093/iwc/iwv044
Chiu, T.K.F., & Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327.
Christopoulos, A., Pellas, N., Kurczaba, J., & Macredie, R. (2021). The effects of augmented reality-supported instruction in tertiary-level medical education. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13167
Chung, C.-J., et al. (2019). A review of experimental mobile learning research in 2010-2016 based on the activity theory framework. Computers & Education, 129, 1-13.
Churchill, D., & Pegrum, M. (2017). Guest editorial: Mobile learning, emerging learning design, and learning 2.0. Interactive Technology and Smart Education, 14(2), 90-96.
Chwo, S.-M., Marek, M.W., & Wu, W.-C.V. (2016). Curriculum integration of MALL in L1/L2 pedagogy: Perspectives on research. Educational Technology & Society, 19(2), 340-354.
Chwo, G.S.M., Marek, M.W., & Wu, W.-C.V. (2018). Meta-analysis of MALL research and design. System, 74, 62-72.
Cochrane, T. (2013). M-learning as a catalyst for pedagogical change. In Z.L. Berge & L.Y. Muilenburg (Eds.), Handbook of mobile learning (pp.247-258). New York: Routledge.
Cochrane, T. (2016). Mobile VR in education: From the fringe to the mainstream. International Journal of Mobile and Blended Learning, 8(4), 44-60.
Cochrane, T., & Farley, H. (2017). Editorial: Integrating SOTEL in learning design. Australasian Journal of Educational Technology, 33(6), i-vi. https://ajet.org.au/index.php/AJET/article/view/4132
Cochrane, T., & Narayan, V. (2017). Design considerations for mobile learning. In C.M. Reigeluth et al. (Eds.), Instructional-design theories and models, Volume IV : The learner-centered paradigm of education (pp.385-413). Taylor and Francis.
Cochrane, T., & Narayan, V. (2018b). Nurturing collaborative networks of mobile learning researchers and practitioners. International Journal of Mobile and Blended Learning, 10(4), 73-92.
Cochrane, T., Narayan, V., & Antonczak, L. (2016). A framework for designing collaborative learning environments using mobile AR. Journal of Interactive Learning Research, 27(4), 293-316.
Cohen, J.D. (2017). Maker principles and technologies in teacher education: A national survey. Journal of Technology and Teacher Education, 25(1), 5-30.
Colin, M., et al. (2021, Mar. 19). Leveraging mobile technology to achieve learning goals. EDUCAUSE Review. https://er.educause.edu/articles/2021/3/leveraging-mobile-technology-to-achieve-teaching-goals
Columbian College of Arts & Sciences. (2021, Nov. 10). Smartphone society: Have our phones changed ourselves? https://columbian.gwu.edu/smartphone-society-have-our-phones-changed-ourselves
Comber, B. (2016). Literacy, place, and pedagogies of possibility. Routledge.
Comings, J. (2018). Assessing the impact of literacy learning games for Syrian refugee children: An executive overview of Antura and the Letters and Feed the Monster impact evaluations. World Vision & Foundation for Information Technology Education and Development. https://allchildrenreading.org/wordpress/wp-content/uploads/2018/03/EduApp4Syria-IE-Summary-Web-Final-3.pdf
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