Rapid advances in mobile hardware and software have fueled the emergence of mobile learning (mLearning) as an area of interest within educational research. In spite of abundant excitement and discussion surrounding mLearning, certain challenges remain unresolved. To date, it seems the field is most enamored with categorizing hardware capabilities and replicating conventional learning content on portable devices. However, it would be beneficial to consider how mLearning can augment learners' education in unique ways. Prior definitions of mLearning fall short in articulating why mobility is beneficial for learning and how mobile learning is not simply a reformulation of existing eLearning methods. A new perspective is offered to establish mLearning as a unique type of learning. Evidence from the field of embodied cognition that points to the potential affordances of mLearning is provided and future directions are discussed.

Original languageEnglish (US)
Pages (from-to)1-14
Number of pages14
JournalInternational Journal of Cyber Behavior, Psychology and Learning
Issue number3
StatePublished - 2012


  • ELearning
  • Educational technology
  • Embodied cognition
  • MLearning
  • Mobile learning

ASJC Scopus subject areas

  • Education
  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology


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