A Systematic Review of Mobile Learning and Student's Self-Regulated Learning

Abstract

Background: Mobile learning has revolutionized how people learn by granting them access to a wealth of information and educational resources on the go, anytime, and from any location, using only their smartphone or tablet. In contrast, self-regulated learning enables students to complete their coursework. Purpose: This systematic review, which includes metacognitive and motivational approaches, seeks to integrate the existing literature on this topic and investigate the connection between mobile learning and students' self-organization. Research Design / Methodology: A systematic literature review using the PRISMA methodology was conducted, and 62 articles were included after a comprehensive screening of ERIC, PsycINFO, Scopus, and Web of Science databases.

Findings: This review suggests that mobile learning can have a positive effect on students' self-regulated learning skills and outcomes, such as increased self-regulation strategies, intrinsic motivation, and academic achievement. However, contextual factors and individual distinctions, such as technology self-efficacy, learning styles, and cognitive load, may influence the relationship between mobile learning and students' self-regulated learning. ''Originality/Value: This article examines the significance of these findings for educational practitioners and policymakers and future research directions that will expand our understanding of the relationship between mobile learning and student self-regulation..