The five central psychological challenges facing effective mobile learning

Abstract W eb 2.0 technology not only offers the opportunity of massively parallel interconnected networks that support the provision of information and communication anytime and anywhere but also offers immense opportunities for collaboration and sharing of user‐generated content. This information‐rich environment may support both formal and informal learning. The increasing use of mobile technology affords additional opportunities to utilise this learning potential from any location and even when on the move. In this paper, we identify five important psychological challenges learners may encounter when using mobile devices for mobile learning. We argue that mobile learning theorists, practitioners and developers alike must be aware of the five challenges and aim to address them to maximise the potential of mobile learning. Practitioner Notes What is already known about this topic The educational potential of W eb 2.0 technology is yet to be realised. Mobile technology is becoming increasingly widespread and offers immense opportunities for learning. Psychological theory and research has contributed to the characterisation and resolution of numerous applied problems in educational and technological contexts. What this paper adds Identification of five important psychological challenges posed by the mobile learning experience. A characterisation of the resultant skill set required by learners to maximise the potential of mobile learning. Implications for practice and/or policy Learning tasks and materials should be sensitive to the five psychological challenges of the mobile learning experience. To maximise the learning potential of W eb 2.0 technology, learners must possess the appropriate profile of psychological (both cognitive and psychosocial) skills.