Mobile devices are not only a tool for communication, but also a powerful instrument for the economy, mass communication, and learning. Because the use of mobile devices and the Internet is growing rapidly, these tools are increasingly being utilized in learning and instruction. It is therefore important to investigate how mobile devices can be applied in learning. This article focuses on analyzing the features of mobile learning as well as the barriers and influencing factors of using mobile devices in learning. It pays particular attention to clarifying the factors, techniques, and strategies that enhance learners' experiences in using mobile devices. It reports a systematic review that examined studies published in 2006–2018 containing the keywords “mobile learning” “m-learning”, “undergraduate students” and/or “higher education.” The results of the review indicated mobile devices can be used as learning tools for tasks such as submitting homework, reflecting on immediate learning experiences, and sharing ideas. Instructors should consider three main components in mobile learning: learners' and instructors’ readiness, learning management and supporting systems.

移动设备不仅是交流的工具，还是经济，大众传播和学习的有力工具。由于移动设备和Internet的使用正在迅速增长，因此这些工具越来越多地用于学习和指导中。因此，研究如何将移动设备应用于学习非常重要。本文重点分析移动学习的特征以及在学习中使用移动设备的障碍和影响因素。它特别注意阐明有助于学习者使用移动设备的体验的因素，技术和策略。它报告了一项系统评价，该综述审查了2006-2018年发表的研究，其中包含关键字“移动学习”，“移动学习”，“本科生”和/或“高等教育”。审查结果表明，移动设备可以用作学习工具，以完成诸如提交家庭作业，反思即时学习经验和分享想法等任务。讲师应考虑移动学习中的三个主要组成部分：学习者和讲师的准​​备程度，学习管理和支持系统。