Effects of M-Learning on Students’ Learning Outcome: A Meta-analysis

Abstract

M-learning is a potential method for teaching and learning, but its effects on students' learning performance are varied compared with traditional instruction. This meta-analysis is a statistical review of 34 experimental studies during the period 2010-2016, in which 4052 participants and 49 effect sizes were analyzed. The combined effect size is 0.828, which shows that (a) M-learning is more effective than traditional learning with a significant difference. Furthermore, moderating variable analyses manifest that (b) mobile learning has a positive impact on those selected moderators, and (c) there is no significant difference in different levels of manipulated variables. Theory and practice of the findings are discussed.