ABSTRACT
With the advent of the Internet and mobile technologies, learners are provided with more opportunities to learn ubiquitously, in and out of classrooms (Wong and Looi, 2011). However, given the rapid development of technology, there is a gap between research and practice. While past studies have focused on a uniform type of device available to students in seamless learning environments (Song et al., 2012; Zhang et al., 2010), the literature on affordances of multiple device types for learning across different settings is still in its infancy. The potential of personal devices for learning enhancement may remain under-utilised if educators fail to venture into the shifting paradigm in education of today.
