Mobile technology facilitated chemistry learning in school: A systematic review from 2010 to 2019

Abstract

© Springer Nature Singapore Pte Ltd 2020. Over the last ten years, mobile learning issue in chemical education have been discussed around the world. However, the trend of applying mobile technology in chemical education still lack systematic analysis. In this study, a meta review of the studies published in academic journals, indexed by Scopus, from 2010 to 2019 was conducted to analyze nationalities, authors, journals, learning strategies, and research methods. The results revealed that the use of mobile technologies in chemical education have been increased in the past decade. It was also found that mostly mobile technologies have been applied in scientific experiment for chemistry learning as a learning tool. In addition, mobile learning strategies have seldom been adopted in inquiry learning, contest, and collaborative learning. In contrast, it was found that the number of studies using a system development has increased in recent years. Besides, most studies reported the process of using mobile devices in a laboratory, while students’ psychomotor domain were rarely analyzed.