A Systematic Study of Mobile Learning Applications in K–12 Education

Abstract

Digital transformation has fundamentally reshaped the landscape of education worldwide, including at the primary and secondary (K–12) levels. Mobile learning, defined as the use of portable devices to support learning activities, has emerged as a key innovation for addressing the limitations of traditional instruction. This study employs a systematic literature review (SLR) approach to examine the forms, strategies, and impacts of mobile learning in K–12 education. A total of scholarly articles were analyzed with respect to pedagogical approaches, types of technological innovations, and reported learning outcomes. The results indicate that innovations such as game-based educational applications, mobile-based digital learning platforms, social media, and augmented reality contribute positively to student motivation, engagement, and academic performance. Nonetheless, significant challenges persist, including disparities in infrastructure, insufficient teacher readiness, and the potential for digital distractions. The study underscores the importance of a comprehensive approach that integrates technology, pedagogical design, and social context. The findings suggest that, when supported by inclusive policies and equitable educational investment, mobile learning has the potential to serve as a sustainable and effective educational strategy.