学术文献库

Surveys in mobile learning developed so far have analysed in a global way the effects on the usage of mobile devices by means of general apps or apps already developed. However, more and more teachers are developing their own apps to address issues not covered by existing m-learning apps. In this article, by means of a systematic literature review that covers 62 publications placed in the hype of teacher-created m-learning apps (between 2012 and 2017, the early adopters) and the usage of 71 apps, we have analysed the use of specific m-learning apps. Our results show that apps have been used both out of the classroom to develop autonomous learning or field trips, and in the classroom, mainly, for collaborative activities. The experiences analysed only develop low level outcomes and the results obtained are positive improving learning, learning performance, and attitude. As a conclusion of this study is that the results obtained with specific developed apps are quite similar to previous general surveys and that the development of long-term experiences are required to determine the real effect of instructional designs based on mobile devices. These designs should also be oriented to evaluate high level skills and take advantage of mobile features of mobile devices to develop learning activities that be made anytime at anyplace and taking into account context and realistic situations. Furthermore, it is considered relevant the study of the role of educational mobile development frameworks in facilitating teachers the development of m-learning apps.