摘要： Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed. •This is a meta-analysis and research synthesis study for mobile-integrated education.•110 published journal articles that were written over a 20-year period were coded and analyzed.•The application of mobile devices to education has a moderate mean effect size.•The effect sizes of moderator variables were analyzed.•The benefits and drawbacks of mobile learning were synthesized. 出版者： Elsevier Ltd 出版日期： 2016-03 出處： Computers and education, 2016-03, Vol.94, p.252-275 資源來源： Elsevier ScienceDirect Journals: Bodleian Libraries collection 版權： 2015 The Authors 識別號： ISSN: 0360-1315 識別號： ISSN: 1873-782X 識別號： EISSN: 1873-782X 識別號： DOI: 10.1016/j.compedu.2015.11.008
