Complexities of mobile learning in Sub-Saharan Africa: A systematic mapping study

• In Event: The Future of Education in Afrika

Proposal

Mobile learning is an approach that uses handheld devices to aid students learning and is renowned for its ubiquity (Fabian et al., 2018), flexibility (Bano et al., 2018), and usability (Adzifome & Agyei, 2023). Various studies' findings point to mobile learning's positive impact on student achievement (Wu et al., 2012; Demir & Akpinar, 2018). The widespread ownership of mobile phones in the Sub-Saharan African (SSA) region and the availability of tablets and internet connectivity in many parts of the region have facilitated their use across all education levels (GSMA, 2020). Additionally, the availability of mobile learning applications with curriculum-relevant content has made mobile learning a viable option for enhancing student performance, as socioeconomic challenges in the region contribute to many students lacking access to quality educational resources (Pitchfold, 2015; Conn, 2017).
When implemented with curriculum-based and high-quality learning materials, mobile learning has shown promise in raising student achievement in mathematics and reading, surpassing the outcomes of regular classroom learning (Hubber et al., 2016). Importantly, Pitchfold et al. (2019) observed that girls and boys respond equally well to mobile learning interventions, suggesting that technology could significantly address gender disparity in education prevalent in the region. This potential social impact of mobile learning is a powerful motivator for further research and exploration. However, students' unique circumstances, such as their economic and social contexts, can introduce challenges to mobile learning, such as time constraints and limited resource access (Traxler, 2007). As such, implementing mobile learning in Global South contexts, particularly in the SSA region, is a complex task. The need for advanced infrastructure, such as consistent internet connectivity, significantly affects its integration (Kaliisa & Michelle,2019). Simultaneously, issues of unequal access, usability, and the practicality of such a learning method in the SSA context also influence its acceptance and adoption (Adarkwah, 2021).
This systematic mapping study explored the trends in mobile learning research in the Sub-Saharan Africa region from preprimary to secondary school. The focus was on the pre-tertiary level as there are fewer studies on mobile learning in the region's lower education levels. The study aimed to identify gaps in knowledge and highlight areas where further research is needed. While similar to systematic reviews, which provide a comprehensive synthesis of research findings, mapping studies differ in that they focus on examining characteristics such as where the activity took place, where the funding came from, and in what journal or other medium it was presented (Cooper, 2013). Forty-two primary studies were obtained from a database search of Scopus, Web of Science, and Google Scholar and synthesized using the revised systematic mapping study guidelines developed by Peterson et al. (2015) and PICO (Population, Interventions, Comparison, and Outcomes), commonly used in systematic mapping studies, to pinpoint keywords and the general scope of the study (Frandsen et al., 2020; Pahl &Jamshidi, 2016). The study followed inclusion criteria focusing on journal articles featuring primary research from 2013 to 2023, ensuring coverage of recent developments in mobile learning. I applied exclusion criteria to remove duplicate articles and those focused on higher education settings.
Following the study guidelines developed by Peterson et al. (2015), the researcher divided the mapping study guidelines into three phases: pre-mapping, mapping, and post-mapping stages. The pre-mapping phase was the planning phase, where the researcher defined the process to be used during the mapping phase (Barbosa & Alves, 2011). Activities included outlining the research goals and scope through study identification, research questions, and developing the search strategy. The mapping phase implemented what was planned in the pre-mapping phase. After inputting the search string, study articles were selected by searching for keywords in abstracts and titles. Descriptive research questions were formulated to explore the evolution of mobile learning research in Sub-Saharan Africa, focusing on the specific topics being studied, the areas that require further investigation, and the key funders supporting mobile learning research in the region. Lastly, post-mapping, data were synthesized and visualized to uncover patterns, trends, and research gaps (Cooper, 2016).
The mapped studies were classified into nine categories based on their topics of focus: technology acceptance, user perspectives and experience, social media learning, impact on learning, STEM education, game-based learning, pedagogical approaches, and professional development. Findings point to substantial gaps in research on mobile learning at preschool and primary school levels within Sub-Saharan Africa. Additionally, the results showed a steady stream of publications on mobile learning in regional and international papers. While mobile learning research continues, the studies are concentrated in the Southern and Eastern Saharan regions, with most pre-university studies having taken place at the secondary school level, leaving a gap in preschool and primary school as well as research gaps focusing on countries in the Sahel region. Significantly, most studies were funded by international organizations, governments, and companies, focusing on innovations rather than the integration process.
While mobile learning can significantly contribute to education, it should not be seen as a panacea for all learning challenges. Persistent issues such as low literacy levels and economic affordability for such initiatives underscore substantial barriers in many underdeveloped countries (Mlitwa & Wanyonyi, 2015). Future studies need to expand the scope of study topics, exploring questions about the integration process, stakeholder relations, and sustainability with a focus on preschool or primary education in all regions of the SSA. This expansion is crucial to ensure adequate data on the usage and implementation of this learning approach in the region. The limitations of this study, such as the sole individual conducting the data extraction and analysis, may have led to subjective assessments of the results as the focus was only on finding the answers to the set questions. However, the common feature in most mapped studies is the optimistic outlook toward the potential of mobile learning in improving student achievement in SSA. It is, therefore, more important than ever that more research should be done, focusing on the gaps such as the ones that this mapping study has uncovered.

Author

• Mirriam Banda, University of Massachusetts Amherst