Ubiquitous and increasingly accessible, mobile technology enhanced learning in the learning process, referred to as "classroom orchestration," is inspiring an increasing number of studies that examines mobile learning from various perspectives. Nonetheless, educators find themselves confronted by the ever-evolving features of mobile technology and challenges in implementation context. This study, therefore, surveys the research literature on mobile learning using main path analysis, and cites "affordance actualization" by Strong (Strong et al. 2014) as a theoretical lens to identify the research themes from results found in main paths, to develop a “mobile learning actualization” framework. This particular framework integrates several research themes, ranging from system features, educator and learner, the goal of mobile technology adoption, contextual implementation, to the outcome of mobile learning. These insights have proven constructive for educators to adapt mobile technology to a learning environment, thus successfully achieving classroom orchestration.
Hwang, Bai-Li; Chou, Tzu-Chuan; and Huang, Chen-Hao, "Actualizing the affordance of mobile technology for classroom orchestration: A main path analysis of mobile learning" (2020). ACIS 2020 Proceedings. 9.