Mobile Learning in Mathematics Education: A Review of Research Trends and Keyword Analysis

Abstract

Mobile learning (M-learning) has emerged as a transformative and innovative tool in mathematics education, providing flexible access to educational resources and garnering increasing attention. Despite extensive research, a systematic exploration of M-learning in mathematics education remains limited. To address this gap, this study employs a systematic literature review (SLR) method to analyze 58 publications from the Scopus and Web of Science databases, covering the period from 2015 to 2024. Articles were assessed and selected using rigorous inclusion and exclusion criteria to ensure a comprehensive analysis. The findings reveal a consistent growth in M-learning research, with a 50% increase in annual publications post-2020. Geographically, Europe contributed 27.87% of studies, followed by Asia (24.59%) and North America (13.11%). Research methods evolved over the decade, with qualitative studies dominating earlier years (2015– 2018) and a shift towards quantitative (38%) and mixed methods (28%) post-2020. Frequently used keywords such as "mobile learning," "mathematics education," and "game-based learning" reflect the field's primary focus areas. These insights offer valuable guidance for researchers, educators, and policymakers, fostering the effective integration of M-learning in mathematics education and shaping future research directions in digital education.