Mobile Learning Experiences of Gifted Students: A Systematic Literature Review
Keywords:
mobile learning; gifted students; personalized education; qualitative analysis; academic achievement; problem-solving; educational technologiesAbstract
The rapid advancement of mobile technologies has enabled a shift from traditional education toward more personalized learning, especially beneficial for gifted students. Mobile learning offers flexible, student-centered environments that align with the unique needs of these students, and has gained increasing attention from educators and researchers. This study explores the mobile learning experiences of gifted students through a systematic literature review. Relevant studies were identified via keyword searches in databases such as Web of Science and Scopus and analyzed using qualitative methods. The review process followed PRISMA guidelines to ensure a structured and transparent methodology. Findings show that mobile learning enhances academic achievement, self-regulation, and problem-solving skills in gifted students. The flexibility to learn at their own pace and explore topics of interest supports their cognitive and personal growth. However, challenges such as limited funding, insufficient infrastructure, and lack of teacher training hinder wider adoption. Despite its benefits, mobile learning may lead to reduced motivation due to limited social interaction. To address this, educational policies should promote balanced integration—supporting both digital learning opportunities and social engagement. Investing in infrastructure and professional development is essential to maximize the impact of mobile learning in gifted education. Further research is needed to strengthen its implementation and long-term effectiveness.
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