A bibliometric analysis of mobile learning research published between 2017 and 2026 shows a sharp expansion in output. There was a big surge between 2020 and 2022 associated with pandemic-driven shifts in higher education. Mobile learning (m-learning), defined as the use of mobile devices such as smartphones and tablets to support educational activity, has grown alongside global device penetration and intensive daily usage among students, according to the study published in the International Journal of Mobile Learning and Organisation.
The researchers looked at more than 2,500 papers indexed in Web of Science, using bibliometric spreadsheet techniques and the network-mapping tool VOSviewer. This allowed them to identify patterns in authorship, citations, and research themes through statistical analysis of the academic publications.
China, Taiwan, and the USA emerged as the most active contributors, with the National Taiwan University of Science and Technology identified as the leading institution. Influential work in the field is strongly associated with scholars such as Gwo-Jen Hwang.
The team’s thematic mapping indicates a shift away from early emphasis on technology adoption towards more integrated approaches to teaching. It focuses on how mobile tools can shape teaching and learning design. The analysis also highlights increasing collaboration across regions, with growing scholarly influence from East Asia and Latin America.
The team suggests that future research might take into account the advent of readily available artificial intelligence (AI) tools for learning support as well as immersive technologies such as augmented reality (AR) and virtual reality (VR). They suggest that these developments are expected to expand interactive and contextual learning experiences in higher education.
Shambare, B. and Jita, T. (2026) ‘Charting the landscape of mobile learning in higher education: a bibliometric mapping of research trends and organisational contexts’, Int. J. Mobile Learning and Organisation, Vol. 20, No. 5, pp.1–27.