# Mobile Learning and Its Effect on Learning Outcomes and Critical Thinking: A Systematic Review
## 5 Discussion
### M-Learning and Learning Outcomes  
The present study found that research relating m-learning to learning outcomes is focused on specific geographic regions, with Asia accounting for more than 50% of the research. In particular, Taiwan conducted 45.5% of the studies from the Asian continent and 24.4% of all the studies analyzed in this section. Previously identified in earlier reviews [18], this trend can be attributed to the country's excellent and reliable mobile telecommunications infrastructure, which has led to increasing adoption of m-learning in educational institutions [85] and, consequently, a preponderance of contextualized studies in Taiwan [86].  
Three main areas where m-learning initiatives were integrated and evaluated stand out from the articles analyzed: in learning English as a foreign language, in the field of health sciences and human/animal biology, and in courses related to computer science and programming.  
Due to their multiple uses, mobile devices are powerful tools for learning a second language [67]. The potential of integrating m-learning to improve various aspects of English language learning was evidenced, ranging from vocabulary [67; 69; 75; 76] to reading comprehension [74; 76], writing [76], grammar [67], conversational comprehension [67; 75], speaking fluency and accuracy [67; 75], and receptive knowledge of the form-meaning connection and productive knowledge of collocations [71].  
In health sciences and human/animal biology, improvements in students' knowledge of anatomy [58; 59; 65], physiology [58], nasotracheal suction [60], along with pharmacology and drug administration [60; 61] were highlighted. Integrating m-learning was also found to help improve knowledge in dental education [52]. In the veterinary medical education setting, the benefits of using an interactive iBook needed to be clarified, although students' low use of the tool was highlighted [62].  
Finally, in teaching courses related to computer science and programming, the use of m-learning tools has been shown to improve students' knowledge in JAVA programming [44; 64], algorithms [51], information technologies [72], web design [54], and systems analysis and design [53].  
At general levels, the analyzed articles highlight the benefits of using m-learning tools to achieve students' learning outcomes. These findings are consistent with previous studies such as the one conducted by [PERSON] et al. [87]. Here the authors, through a meta-analysis, concluded that technology-facilitated personalized learning had significant and positive effects on learning achievement, and that this effect was moderated by the personalized learning methods and software used.  
Undoubtedly, m-learning provides a variety of possibilities to the education sector, as it delivers an unrestricted form of learning that can occur in various contexts, times, subjects, people, and through different technological tools [18]. Furthermore, personalizing the educational experience through these tools facilitates acquiring and understanding knowledge, thus improving the achievement levels of learning outcomes. This positions m-learning as a crucial strategy in the modern educational environment.