## 10 Conclusions  
Based on the results of this study and the extensive discussion, key findings emerged. Most university learners said that their learning performance could be assisted by more capable (knowledgeable) others when they used mobile learning applications; however, they believed that not enough support and guidance was offered. Additionally, the learning apps on the market cannot meet all learners' needs, which calls for the development of new learning applications and more comprehensive functions in the existing learning apps. The results of this study also revealed that the most frequently used learning apps were function-based applications, and a majority of university learners in this study were satisfied with the multi-modalities in the different types of applications, except for game-based apps, to assist their learning performance, which contrasted with the results of several related studies.  
From a theoretical perspective, the Zone of Proximal Development theory and multi-modality concept offered valuable insights into the assisted learning performance using mobile learning applications. Zone of Proximal Development (ZPD) theory posits that learning occurs most effectively when a learner is guided by a more knowledgeable other, such as a teacher, peer, or expert, to bridge the gap between what they can accomplish independently and what they can achieve with assistance. The present study aligns with the principles of the Zone of Proximal Development theory by demonstrating that students perceive mobile learning applications as valuable tools for assisted learning, particularly when they provide opportunities for guidance from teachers, peers, or digital mentors. However, the findings also indicate that students believe that existing mobile learning applications do not provide sufficient support, reinforcing the importance of structured scaffolding mechanisms within digital learning environments. Therefore, mobile applications designed for learning should incorporate interactive scaffolding features, such as AI-powered tutoring, real-time expert feedback, and peer collaboration forums, which can enrich prospects for the future Zone of Proximal Development theory.  
The multi-modality concept, rooted in cognitive and multimedia learning theories, emphasizes that individuals learn more effectively when exposed to multiple modes of information, such as text, visuals, audio, and interactive elements. Our study's findings reinforce the idea that university students appreciate and benefit from multi-modal learning applications, as they provide a richer and more engaging educational experience. The use of visual (images, diagrams, videos), auditory (audio explanations, podcasts), and textual (reading materials, notes) modes within mobile learning applications contributes to the enhanced comprehension and retention of information. Therefore, integrating multiple sensory channels to cater to different learning styles, cognitive preferences, and personalized multi-modal learning experiences unites all future branches in the new creative multi-modality model. The findings of the current research contribute to the larger body of knowledge and provided insights into the Zone of Proximal Development theory and multi-modality concept regarding mobile learning technology (applications) use as a whole.