本研究以行動學習、無所不在學習、mobile learning、m-learning、ubiquitous learning、u-learning為關鍵詞，至臺灣博碩士論文知識加值系統、華藝線上圖書館、臺灣期刊論文索引系統、Scopus、EBSCOhost、ProQuest、ScienceDirect及Web of Science等資料庫檢索相關文獻，最終採納81篇論文進行後設分析。
In this study, a meta-analysis was performed to synthesize research investigating the effects of mobile learning on students’ academic achievement in Taiwan. The research data were extracted from theses, peer review journals, and conference papers published between 2005 and 2019. Factors potentially moderating the overall effects were also examined.
This study adopted mobile learning, m-learning, ubiquitous learning, u-learning as keywords searched from the National Digital Library of Theses and Dissertations in Taiwan, Airiti Library, Index to Taiwan Periodical Literature System, Scopus, EBSCOhost, ProQuest, ScienceDirect, and Web of Science. As a result, 81 studies were located and included in the meta-analysis.
The results showed that mobile learning had a significantly greater effect than other types of learning (e.g., traditional instruction) on students’ academic achievement (g+ = 0.75). In addition, 2 out of 10 moderator variables selected for this study (i.e., subject area and group size for the experimental group), had statistically significant impacts on the mean ES.
This meta-analysis concerns empirical studies published between 2005 and 2019 in Taiwan and presents the overall results of the effects of mobile learning on student achievement. The study is also the first meta-analysis in Taiwan to specifically focus on this topic. The findings of this study could provide valuable suggestions for education decision makers, teachers, and future researchers.