How does mobile training (m-training) differ from m-learning? A systematic review of trends, technology modalities, methods, and training outcomes

Mobile technologies have reshaped the landscape of education and workforce training; however, research on mobile training (m-training) pedagogy remains fragmented and is often conflated with broader mobile learning (m-learning) approaches. This systematic review addresses these issues by delineating m-training as a distinct, skills-oriented approach and by synthesizing recent evidence on research trends, technological modalities, methodologies, targeted skills, and training outcomes. In line with Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, 92 relevant studies from 2014 to 2024 were analyzed. Findings indicate a marked growth in m-training research output since 2017, with a strong focus on applications in medical, engineering, and language education. Scenario-based training emerged as the predominant modality, while the adoption of augmented and virtual reality tools signals new directions in the field. Research methodologies were dominated by design/development, experimental, and mixed-methods studies, with technical skills as the primary training outcome; nevertheless, there is a rising emphasis on soft skills and the integration of multiple competencies. Notably, all studies reported positive impacts on learner proficiency and knowledge acquisition. These results highlight the unique contributions of m-training to digital education, provide actionable insights for practitioners and developers, and identify priorities for future research, particularly in underexplored domains and with emerging technologies.