<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-5307</journal-id>
<journal-title><![CDATA[Investigación y Educación en Enfermería]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. educ. enferm]]></abbrev-journal-title>
<issn>0120-5307</issn>
<publisher>
<publisher-name><![CDATA[Imprenta Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-53072024000300009</article-id>
<article-id pub-id-type="doi">10.17533/udea.iee.v42n3e09</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Influencing Factors on the Success of Mobile Learning: A Systematic Review and Meta-Analysis]]></article-title>
<article-title xml:lang="es"><![CDATA[Factores que influyen en el éxito del aprendizaje móvil: Una revisión sistemática y Meta-análisis]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fatores que influenciam o sucesso da aprendizagem móvel: Uma revisão sistemática e Meta-análise]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mehrfar]]></surname>
<given-names><![CDATA[Abdollah]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zolfaghari]]></surname>
<given-names><![CDATA[Zahra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bordbar]]></surname>
<given-names><![CDATA[Arash]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mohabbat]]></surname>
<given-names><![CDATA[Zahra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Shiraz University of Medical Sciences Student research committee ]]></institution>
<addr-line><![CDATA[Shiraz ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Shiraz University of Medical Sciences Learning in Medical Sciences Department Virtual Faculty]]></institution>
<addr-line><![CDATA[Shiraz ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Shiraz University of Medical Sciences Student research committee ]]></institution>
<addr-line><![CDATA[Shiraz ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Shiraz University of Medical Sciences Learning in Medical Sciences Department Virtual Faculty]]></institution>
<addr-line><![CDATA[Shiraz ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,FASA University of Medical Science  ]]></institution>
<addr-line><![CDATA[Fasa ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,aff6  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Iran</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-53072024000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-53072024000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-53072024000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  To study the geographical regions, success factors, and types of mobile device features that could result in educational success and early take-up.  Methods.  This systematic review and meta-analysis searched PubMed, CINAHL, EMBASE, PsycINFO and ProQuest databases between 2010 and November 2022. The keywords were m-learning features, practical experiences, and influencing. Comprehensive Meta-Analysis software was used to analyze and combine data.  Results.  48 articles were reviewed in this study. Compatibility and user-friendliness of mobile phones were mentioned as key factors influencing the use of mobile devices in learning. Also, the key role of users&#8217; perspectives, attitudes, and skills as determinant factors of applying mobile technology in the learning process was revealed, which confirms its significant role in the success of m-Learning. Other influencing factors were tools readiness, the availability of appropriate resources, motivation of learners and their active engagement, support, and learning styles which considerably could play a key role in improving the quality of m-learning. Applying different strategies including collaboration, effective interaction, reflection, or inquiry-based learning can be beneficial in improving the success rate of m-learning. The final factor was technical competence which showed a significantly negative correlation with m-learning success according to learners&#8217; perspective. The meta-analysis indicated that most studies on mobile learning were conducted between 2015 and 2021, primarily utilizing quantitative methodologies. These studies focused on young adults and were carried out in various countries, including the United States, Spain, Taiwan, Saudi Arabia, the United Kingdom, Turkey, China, Australia, Italy, Sri Lanka, Malaysia, Oman, Austria, South Africa, Egypt, India, Portugal, Jordan, South Korea, Iran, Finland, Brazil, and Israel. A meta-analysis identified 23 countries, with the United States having the highest number of studies on mobile learning success factors. Key determinants reported were learning approach and learners&#8217; perception, with estimates of 0.68 (95% CI 0.06-0.98) and 0.44 (95% CI 0.33-0.56), respectively. In contrast, Jordan and Iran had the lowest number of studies, with learning approach being the main contributing success factor from the learners&#8217; perspective, estimated at 0.736 (95% CI 0.68-0.78)  Conclusion.  Successful m-learning should include the investigation of trainees&#8217; educational needs and motivation; provision of adequate infrastructure and learning materials; definition of learning objectives and course contents; and coordination of appropriate learning activities in order to ensure continuous progress in learners&#8217; knowledge and awareness on different course topics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen está disponible en el texto completo]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Estude as regiões geográficas, os fatores de sucesso e os tipos de recursos dos dispositivos móveis que podem impulsionar o sucesso educacional e a adoção precoce desse tipo de aprendizagem.  Métodos. Nesta revisão sistemática e meta-análise, foram pesquisados artigos nas bases de dados PubMed, CINAHL, EMBASE, PsycINFO e ProQuest entre 2010 e novembro de 2022. As palavras-chave foram características de m-learning, experiências práticas e influência. Um software abrangente de meta-análise foi usado para analisar e combinar os dados.  Resultados.  Foram revisados 48 artigos. A compatibilidade do telemóvel e a facilidade de utilização foram citadas como fatores-chave que influenciam a utilização de dispositivos móveis na aprendizagem. Foi também revelado o papel fundamental das perspectivas, atitudes e competências dos utilizadores como fatores determinantes na aplicação da tecnologia móvel no processo de aprendizagem, confirmando o seu importante papel no sucesso do m-Learning. Outros fatores influentes foram a disposição das ferramentas, a disponibilidade de recursos adequados, a motivação e o envolvimento activo dos alunos, o apoio e os estilos de aprendizagem, que poderiam desempenhar consideravelmente um papel fundamental na melhoria da qualidade da aprendizagem móvel. A aplicação de diferentes estratégias, como colaboração, interação eficaz, reflexão ou aprendizagem baseada em investigação, pode ser benéfica para melhorar a taxa de sucesso do m-Learning. O último fator foi a competência técnica, que apresentou correlação significativamente negativa com o sucesso do m-Learning na perspectiva dos alunos. A meta-análise indicou que a maioria dos estudos sobre aprendizagem móvel foram realizados entre 2015 e 2021, utilizando principalmente metodologias quantitativas. Estes estudos centraram-se em adultos jovens e foram realizados em vários países, incluindo Estados Unidos, Espanha, Taiwan, Arábia Saudita, Reino Unido, Turquia, China, Austrália, Itália, Sri Lanka, Malásia, Omã, Áustria, África do Sul, Egito, Índia, Portugal, Jordânia, Coreia do Sul, Irão, Finlândia, Brasil e Israel. Os fatores determinantes entre os estudos de 23 países foram a abordagem de aprendizagem e a percepção dos alunos, com estimativas de 0.68 (IC 95% 0.06-0.98) e 0.44 (IC 95% 0.33-0.56), respectivamente. Pelo contrário, a Jordânia e o Irão apresentaram o menor número de estudos, sendo a abordagem de aprendizagem o principal fator de sucesso na perspectiva dos alunos, com uma estimativa de 0.73 (IC 95% 0.68-0.78).  Conclusão. O sucesso do m-Learning deve incluir a determinação das necessidades educativas e da motivação dos alunos; o fornecimento de infraestruturas e materiais de aprendizagem adequados; a definição dos objetivos de aprendizagem e dos conteúdos do curso; e a coordenação de atividades de aprendizagem adequadas para garantir o progresso contínuo no conhecimento e consciência dos alunos sobre os diferentes temas do curso.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[academic success]]></kwd>
<kwd lng="en"><![CDATA[health education]]></kwd>
<kwd lng="en"><![CDATA[mobile applications]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="es"><![CDATA[éxito académico]]></kwd>
<kwd lng="es"><![CDATA[educación en salud]]></kwd>
<kwd lng="es"><![CDATA[aplicaciones móviles]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="pt"><![CDATA[sucesso acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[educação em saúde]]></kwd>
<kwd lng="pt"><![CDATA[aplicativos móveis]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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