## 11 Suggestions and Future Directions  
Since students believe they do not receive enough guidance when using mobile learning applications, educators should integrate structured support mechanisms such as virtual office hours, discussion forums, and synchronous interactive sessions within mobile learning platforms. Blended learning models that combine mobile applications with teacher-led instruction may also help bridge the support gap. In addition, recommending well-designed applications that align with students' learning objectives and cognitive preferences can also maximize their effectiveness. Educators can implement collaborative learning strategies by integrating mobile applications that allow group discussions, peer feedback, and teamwork. Given that existing learning applications do not fully meet learners' needs, developers should focus on designing more adaptive and personalized learning systems. Features such as AI-driven content recommendations, customizable interfaces, and multi-modal interaction options (visual, auditory, and textual) can enhance user experience and learning effectiveness. On the other hand, since the students found multi-modal features beneficial in learning applications, developers should ensure that apps support diverse sensory engagement, such as interactive visuals, voice-based explanations, and text-to-speech functionalities. Providing the seamless integration of different modes can enhance accessibility and accommodate various learning styles. While this study focused on students' perspectives, future research should explore mobile technology use among teachers. Investigating teacher adoption, facilitating conditions, and barriers to mobile technology integration can provide a more comprehensive view of its effectiveness. Observational studies and document analysis can complement self-reported data, offering deeper insights into how mobile learning tools are utilized in real classroom settings. Secondly, since this research was conducted in universities, further studies should examine mobile learning across different educational levels, including primary and secondary schools. By extending the sample to younger students and teachers in diverse school environments, researchers can better understand how mobile technologies support learning performance across different stages of education. This would also allow for a comparative analysis of mobile learning adoption in various school settings, both within and outside of China. Additionally, given the varying perceptions of the different modalities in this study, further research can explore why some students prefer certain modalities over others. For instance, experimental or longitudinal studies can assess the effectiveness of different multi-modal approaches in mobile learning applications. Additionally, the role of personal learning preferences and cognitive styles in determining the effectiveness of multi-modal learning strategies can be explored. On the other hand, some students indicated that game-based learning applications did not fully meet their learning needs compared to other types of learning applications. Future studies can examine the specific design features of game-based learning applications that may contribute to or limit their effectiveness. Researchers can also explore how multi-modal elements within game-based environments can be optimized to enhance learning performance across different subjects and student demographics. Another potential research direction is investigating why some students feel they receive insufficient support from their teachers in mobile-assisted learning. Qualitative studies involving student and teacher interviews can help identify the gaps in teacher-student interaction within mobile learning environments. Additionally, research can focus on professional development programs that equip teachers with strategies for effectively supporting students in mobile learning settings.