Aims and Scope

ReviewerCreditsAdvances 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:

  • The integration of generative artificial intelligence (AI) in mobile learning environments to support personalized, adaptive, and creative learning experiences.
  • The design, implementation, and evaluation of immersive technologies (AR, VR, MR) for mobile learning and their impact on learner engagement and cognitive development.
  • Applications of blockchain, learning analytics, and IoT in mobile and ubiquitous learning environments.
  • Ethical, legal, and societal considerations in the use of AI-powered tools and mobile technologies in education, including data privacy, algorithmic transparency, and equity.
  • Strategies to foster computational thinking, digital literacy, and coding skills through mobile learning and educational robotics, with a focus on K-12 and lifelong learning contexts.
  • Studies examining inclusive and accessible mobile learning solutions for diverse learners, including learners with disabilities and those in underserved regions.
  • Research on teacher professional development and teacher education for the effective integration of mobile learning and emerging technologies.
  • Evaluations of educational policies, leadership practices, and innovation management in mobile and digital education contexts.
  • The role of mobile learning in STEM education and interdisciplinary learning, exploring how it can address current and future workforce needs.
  • Investigations into learner motivation, engagement, and achievement using mobile learning, including culturally responsive pedagogies and gender equity in EdTech.
  • Exploration of the intersections between AI, ethics, and sustainability in mobile learning, examining how emerging technologies can contribute to the UN Sustainable Development Goals (SDGs) through education.

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:

  • Mobile Learning in Educational Technology
  • Mobile Learning Philosophy and Theory
  • Mobile Learning Innovation Management
  • Mobile Learning Psychology and Cognitive Science
  • Mobile Learning Policy and Governance
  • Mobile Learning Evaluation and Impact Assessment
  • Mobile Learning Economics and Funding Models
  • Generative AI in Mobile Learning
  • Immersive Technologies and Mobile Learning
  • Mobile Learning for STEM, Coding, and Robotics
  • Ethics, Privacy, and Equity in Mobile EdTech

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)

Announcements

2026-03-16

Editorial Board Member Renewal & Update

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.

Current Issue

cover_vol6(2)

Vol 6 No 2 (2026)

Published: 2026-12-25

Review

Abstract views: 1650   PDF downloads: 100  
2026-05-18

Pages 1833-1844

Artificial Intelligence in Education: Opportunities, Risks, and Pedagogical Implications for Learning and Assessment

blankpage 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.

DOI 10.25082/AMLER.2026.02.001
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cover   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