ABSTRACT
Emergent technologies and pedagogies are interdependent in the research field of M-learning. Mobile learning can be mainly evaluated by addressing usability, technology availability, and connectivity; learning effectiveness, curriculum integration, and users satisfaction, since its affordances are ubiquity, flexibility, accessibility, immediacy, interactivity, motivation, engagement, and contextuality.
In this chapter, key aspects of mobile learning are identified in the analysis of seamless learning to develop the skills of 21st century learners. Flexible adaptation is here analysed to deepen learners choice of personal control of the learning environments. Technology adoption is instead related to the perceived usefulness and the ease of use of a technology device to encounter personalized and self-regulated learning. Mobile devices are seen as effective learning tools and easy/quick ways to access knowledge in synchronous and asynchronous collaboration among learners and teachers. Mobile learning has made learning more learner-centered, even if individual or social, and fosters experiential learning, integrated into daily life. Frontier pedagogies of mobile learning are grounded into experimental models of education of bioeducational sciences, which interpret learning like an adaptive process and knowledge structures as both individual and collective, within digital and mobile learning environments.
