Thirty years of mobile learning in higher education: A historical review and bibliometric analysis

Abstract

Mobile learning research has grown rapidly over the past three decades, yet the literature remains fragmented. This study presents a bibliometric analysis of 3980 records from the Web of Science, spanning the period from 1994 to 2024. We examined publication and citation trends, contributions from countries, institutions, authors, and journals, as well as emerging research themes. Analyses were conducted using Microsoft Excel, VOSviewer, and polynomial regression. Results show that 95.9% of publications were published between 2010 and 2024, with a notable surge from 2020 to 2022, reflecting the impact of the COVID-19 pandemic. The United States, China, and Taiwan were the most prolific countries. Taiwan’s National University of Science and Technology and National Normal University led institutional output. Hwang Gwo-Jen was the most influential author, while Computers & Education emerged as the most productive and cited journal. Recent research focuses on gamification, augmented reality, and self-regulated learning. Polynomial regression forecasts a rise in Virtual Reality and AI-driven mobile learning studies. These findings highlight evolving trends and guide sustainable, context-aware mobile learning practices.