CLASSIFICATION OF MOBILE LEARNING SUPPORT TOOLS IN GENERAL SECONDARY EDUCATION
DOI:
https://doi.org/10.31110/fmo2026.v41i2-06Keywords:
mobile learning, digital technologies, general secondary education institutions, learning tools, classification, mobile applicationsAbstract
Formulation of the problem. The contemporary development of digital technologies has led to the widespread implementation of mobile learning in general secondary education institutions, providing access to educational resources anytime, anywhere. At the same time, the growing number of mobile applications and digital services highlights the need for their justified selection and systematization. The scientific literature lacks a unified approach to classifying mobile learning support tools, which complicates their effective use in the educational process.
Materials and methods. The study is based on the application of theoretical methods of scientific and pedagogical analysis. A review and generalization of scientific works by Ukrainian and foreign researchers were carried out, and publications indexed in Scopus and Web of Science databases were analyzed. Methods of systematization, comparison, and generalization were used to organize mobile learning support tools and determine their role in the educational process.
Results. It has been established that mobile learning support tools should be considered as components of a digital educational environment that ensure the implementation of the main components of students’ learning activities. Their key didactic functions have been identified, including the presentation of learning content, organization of interaction, management of learning activities, implementation of practical and research tasks, control and assessment of learning outcomes, support of student motivation, and information search and processing. On this basis, a classification of mobile learning support tools has been developed, including informational-educational, communication, organizational-management, assessment, content creation, research and practice-oriented, gamified, and reference-information tools.
Conclusions. The proposed classification ensures the systematization of mobile tools according to their leading role in the structure of learning activities and provides a basis for their pedagogically grounded use in general secondary education institutions. Its practical value lies in enabling the purposeful selection of digital tools in line with the didactic goals of learning and the structure of a lesson, thereby improving the effectiveness of the educational process in the context of digitalization.
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