Advances in Mobile Learning Educational Research
Advances in Mobile Learning Educational Research (AMLER) (eISSN: 2737-5676), published by Syncsci Publishing, is an open-access, international, refereed journal dedicated to advancing knowledge and understanding of how mobile and emerging technologies transform education, supporting the publication of high-quality, innovative research that bridges theory and practice.
The journal welcomes empirical studies, theoretical papers, systematic reviews, and meta-analyses that explore the pedagogical, technical, and sociocultural dimensions of mobile learning and educational technology, ensuring relevance to a broad education research and practitioner community. In addition to its established focus on mobile technology’s pedagogical applications, AMLER actively invites research on cutting-edge topics in educational technology, including but not limited to:
We welcome studies that address specific challenges in improving student outcomes, motivation, and engagement, as well as lessons learned from curriculum and instructional changes driven by educational technology.
Topics of interest include, but are not limited to:
AMLER seeks to serve as a rigorous, high-impact platform for researchers, educators, and policymakers aiming to understand and advance the role of mobile and emerging technologies in education, contributing to the field’s theoretical development while addressing practical challenges across diverse learning environments globally.
Publishing timeline:
| 6 days Submission to first decision (days for desk decision) |
55 days Submission to decision after review (days from submission to first editor decision) |
97 days Submission to acceptance (days from submission to accept decision) |
4 days Acceptance to online publication (days from acceptance to online publication) |
2026-03-16
To maintain the academic quality, international vision, and sustainable development of AMLER, and in accordance with the journal’s rule that editorial board members serve a fixed term of 2 years, we hereby announce the completion of the 2026 Editorial Board adjustment and renewal.
2026-03-01
2025-09-03
It is with great pleasure that we formally announce a modest achievement for our journal: Advances in Mobile Learning Educational Research (ISSN: 2737-5676) has successfully passed the evaluation process and been officially indexed in the ICI Journals Master List for the year 2024.
ICV 2024 = 82.67
2024-04-25
The journal Advances in Mobile Learning Educational Research has been located in the database Educational Research Abstracts - ERA (Taylor & Francis Online).
Vol 6 No 2 (2026)
Published: 2026-12-25
Pages 1833-1844
Krishna Kumari Upadhayaya
Generative artificial intelligence (AI) is changing teaching, learning, evaluation, and feedback methods in educational settings. An increasing body of research indicates that while AI-supported technologies improve efficiency, customisation, and access to learning resources, they may also reduce evidence of meaningful learning while simultaneously improving observable academic performance. Using interrelated pedagogical, cognitive, ethical, assessment, and policy viewpoints, this study critically investigates AI in education. The study provides an integrative understanding of AI integration in education by synthesizing literature from empirical investigations (n = 21), conceptual papers (n = 19), policy reports (n = 5), and one review study using a critical narrative review design. The results show that although AI improves feedback, student engagement, instructional support, and chances for adaptive learning, it also creates issues with cognitive dependence, academic integrity, algorithmic bias, data privacy, inequality, and assessment validity. The review's main conclusion is that there is a growing conflict between meaningful learning and visible academic achievement since AI-mediated outputs might not always demonstrate prolonged cognitive engagement or conceptual grasp. The study contends that pedagogical design, teacher involvement, AI literacy, institutional governance, and technological competence all play a role in the educational usefulness of AI. The paper emphasizes the necessity of learning and assessment systems that support responsible, egalitarian, and learner-centered AI integration in educational settings while preserving learner agency and making thinking visible.
| eISSN: 2737-5676 Abbreviation: Adv Mobile Learn Educ Res Editor-in-Chief: Prof. Nikolaos Zaranis (Greece) Publishing Frequency: Half-Yearly Article Processing Charges (APC): 0 Publishing Model: Open Access |
ISSN 2737-5676
