Mobile-Based Microlearning in Education: A Literature Review on Effectiveness, Flexibility, and Knowledge Retention

Abstract

Mobile devices have expanded opportunities for learning across locations and schedules, while microlearning offers focused instructional units that may fit into brief study periods. However, the evidence concerning its effectiveness, flexibility, and contribution to knowledge retention remains varied. This review aimed to synthesize conceptual and empirical findings on mobile-based microlearning across these three dimensions. An integrative literature-review approach was organized around PRISMA 2020 reporting principles. The proposed search strategy targeted peer-reviewed studies published from 2016 onward across education and health databases, with eligibility based on mobile delivery, a microlearning component, and relevant learning outcomes. Published review evidence indicates that Moore et al. (2024) synthesized nine empirical studies of adult learners: five assessed learning outcomes and four focused on perceptions or usability. Lee (2023) reviewed 26 articles and reported positive findings related to achievement, motivation, skills, and retention, alongside implementation challenges. Across this evidence, mobile microlearning appears to offer flexible access and potential learning benefits when short units are aligned with clear objectives and supported by meaningful practice. However, differences in intervention design and outcome measurement limit direct comparison, and immediate post-test performance does not establish long-term retention. The review concludes that mobile microlearning is a promising instructional format rather than a universally effective method. Stronger conclusions require verified screening of the intended study set, consistent outcome measures, and delayed retention assessments.